Subject Index

University Partnerships for Pre-Service and Teacher Development

ISBN: 978-1-78714-265-7, eISBN: 978-1-78714-264-0

ISSN: 2055-3641

Publication date: 27 May 2017

This content is currently only available as a PDF

Citation

(2017), "Subject Index", University Partnerships for Pre-Service and Teacher Development (Innovations in Higher Education Teaching and Learning, Vol. 10), Emerald Publishing Limited, Bingley, pp. 273-277. https://doi.org/10.1108/S2055-364120170000010020

Publisher

:

Emerald Publishing Limited

Copyright © 2017 Emerald Publishing Limited


INDEX

Academies
, 165, 170

Access to literacy
, 234

Accountability
, 46, 53, 54, 55, 124, 163

Administrators
, 4, 5, 6, 40, 52, 200

Alliance
, 165, 180

Alternate pathway
, 130

Apprenticeship
, 12, 129, 150–151, 158, 166

Art
, 178, 179, 182, 183, 184, 188, 189–190

Assessment
, 45, 46–48, 49, 75, 76–77, 78, 89

Attitudes
, 38, 40, 213, 225, 240

Basic education
, 58, 61, 96, 103

Boundaries
, 19–20, 22, 30

Boundary Objects
, 23–24

Case study
, 13, 247, 248

Change Theory
, 212, 213

Citizenship
, 178, 180

Civic engagement
, 203, 204, 233

Civil disobedience
, 180

Close reading
, 178, 184, 189

Co-creating Mode
, 210, 214, 216

Collaboration
, 6, 7, 8, 14, 19, 21, 23, 24, 25, 29, 30, 51, 52, 53, 54, 55, 75, 95, 109–125, 127–144, 148, 152, 177–191, 198, 199, 200, 202, 203

Collaborative apprenticeship
, 147–159

Collaborative partnership
, 9, 59, 74, 76, 106

Communication
, 23, 30, 53, 54, 55, 135, 136, 142–143, 185, 210

Community of practice
, 23, 25, 28, 29

Community service initiatives
, 83–84, 85

Community
, 6, 8, 9, 12, 13, 29, 38, 78, 83–84, 85–86, 109–125, 179, 195–205, 227, 233

Competencies
, 12, 38, 52, 61, 149, 151–155

Complimentary
, 163, 164

Conceptualization
, 29, 128, 130, 136

Conferences as assessment and guiding tools
, 69

Conscientious objection
, 180

Consortium
, 17–31

Constructivism
, 211, 212

Contentious partnerships
, 134

Continuing teacher education
, 59–61, 63–67

Critical incidents
, 17–31

Criticizing Mode
, 210

Cross-cultural understanding
, 234

Culturally responsive teaching
, 222, 230

Curricular design
, 187

Curricular revision
, 187

Curriculum
, 10, 26–29, 61, 137, 151–155, 183, 184, 187, 191, 240

Curriculum based-measurement
, 76

Decision making levels
, 135

Democracy
, 13, 178, 180, 182, 183

Descriptive methodology
, 61–63

Design-based research (DBR)
, 63–67, 68, 69

Development
, 3–14, 19, 22, 23, 25, 26, 29, 36, 50–51, 66, 67, 68, 99, 101, 103, 105, 114, 130–135, 201, 203–204, 205

Dissent
, 178, 180–181, 190

Disturbance
, 166, 167, 168

Effective Modes
, 39, 210–212, 218

Elementary schools
, 11, 13, 36, 39, 42, 43–44, 50, 52, 73–90, 196, 203

English language learners (ELLs)
, 37, 38

Entrepreneurial approach
, 64

Entrepreneurship education
, 58–59, 60, 61, 62, 64, 68

Environment
, 5, 30, 38, 49, 57–69, 105, 134, 169–170, 232

Equality
, 13, 178, 180

Ethic of caring
, 225, 226

Ethics
, 238, 247

Evaluation
, 18, 22, 28, 39, 45, 50, 68, 102, 103–105, 139–142, 186–187

Experience
, 12, 30, 47, 66, 75, 78, 90, 100, 103, 109–125, 149, 150, 155, 157, 171, 187, 197, 203, 222, 223, 224, 225, 227, 232, 241, 246

Expertise in universities to exploit
, 59, 61, 68, 121, 200

External relevancy
, 239, 240, 250

Facilitation
, 28–29

Faculty exchange programs
, 76–78, 90

Faculty of education
, 14, 124, 238

Family literacy
, 38

Formation
, 129–130, 238, 239, 245, 248, 250

Foundations
, 55, 238

Framework of expectations
, 143

Freedom
, 13, 67, 182

Future Teachers
, 12, 88, 94, 96, 99, 100, 103, 106–107

General education
, 11, 58, 60, 67, 76

Growth
, 9, 112, 149, 151, 155, 157, 225, 227, 241

Hands-on learning
, 11, 75

Higher Education Institution
, 97, 162

History
, 177–191

Humanism
, 211, 212

Humanities
, 183, 186

Impact on student learning
, 76, 78, 88, 90

Implementation
, 6, 22, 28, 39, 40–41, 43, 52, 98, 135–136

Inclusion
, 13, 178

Inconsistent Mode
, 210

Induction
, 10, 173, 247

Ineffective Modes
, 210, 211

Initial Teacher Education (ITE)
, 13, 68, 110, 128, 129, 162–163, 164, 165, 167, 171, 173, 174

Institutional
, 11, 19, 22, 25, 27, 30, 95–98, 111, 170, 186, 251

Integrity
, 174

Intentionality
, 19, 20, 22, 25

Interdisciplinary
, 21, 22, 30, 114, 186, 189

Interfering Mode
, 210

Interinstitutional collaboration
, 19, 21

Intermediate schools
, 39, 42, 46, 50

Internal relevancy
, 239, 240, 246

International partnerships
, 222

Joint classroom programs
, 87–88, 90

Kagan’s stages of collaboration
, 128, 129

Law
, 245, 247, 248–249

Leadership
, 6, 7, 8, 88–90, 116, 149, 152, 157, 205

Learning teaching
, 100, 101, 106

Liberty
, 178

Literacy
, 14, 18, 20, 21, 22, 77, 81, 82, 83–84, 85, 203, 222, 224, 226, 227, 228, 229, 234, 238, 240, 247, 251

Literacy instruction
, 223

Low SES schools
, 129, 130, 132, 139

Managerial levels
, 132, 135, 143, 144

Managerialism
, 162

Marketization
, 165

Mentor
, 7, 131, 132, 141, 143, 149, 150, 151–152, 154, 155, 156, 157–158, 173, 205

Mentor teachers
, 128, 131, 132, 134, 139, 140, 141, 149, 150, 154, 155

Mindful Process
, 210, 218

Museum education
, 183, 186

Negotiation
, 19, 24, 26, 29, 30, 31, 144, 239

Neoliberal
, 110, 162, 174

Nova Scotia
, 240, 246, 247, 248

Novice
, 149, 150, 151, 152, 153, 154, 155, 156, 158, 212

Official Partnership
, 100, 106

Operational levels
, 129, 132, 135, 143, 144

Oppositional Mode
, 210

Organization
, 4, 5, 6, 7, 8, 18, 20, 21, 52, 74, 88, 94, 95, 111, 119, 120, 130, 170, 201, 203

Over-adapted Mode
, 210

P-12 education
, 149, 153, 156, 158, 159

Parent
, 35–55, 81, 86, 203, 204, 233

Partners
, 19, 20, 21, 23, 24, 28, 29, 75, 84, 88, 129, 142, 143, 240, 250–251, 252

Partnership
, 3–14, 18, 19–23, 30, 35–55, 67, 69, 75, 76, 77, 78, 79, 80, 81, 82, 83–84, 85, 87, 88–90, 93–107, 119, 120, 121, 127–144, 148, 152, 158, 161–174, 188–190, 195–205, 237–252

Pedagogical
, 11, 12, 13, 14, 19, 25, 41, 63, 94, 100, 103, 105, 110, 111–119, 121, 124, 164, 168, 172, 208, 209, 248

Pedagogical Practices
, 64, 103, 105, 151, 222

Pedagogy
, 25, 28, 53, 54, 55, 172, 228, 231

Playful Mode
, 210, 214, 216

Policy
, 4, 10, 19, 29, 58, 61, 94, 95, 110, 111, 115, 118, 164, 172, 245, 247, 251

Politics
, 13, 165, 166, 171, 246, 247, 251

Practice
, 6, 7, 8, 9, 12, 19, 22, 23, 25, 28, 29, 41, 58, 59, 60, 61, 62, 64, 66, 69, 75, 103, 104, 113, 114, 115, 117, 119, 121–122, 124, 130, 132, 134, 136, 138, 141, 143, 148, 149, 154, 171, 183, 187, 191, 200, 201, 208, 213, 214, 218, 222, 248–249, 251

Practice-based
, 162

Pragmatism
, 18, 19, 211, 212

Pre-service education
, 85, 238

Pre-service educators
, 74, 75, 77, 78, 79, 80, 82, 83, 84, 85, 86, 87, 88, 89, 90

Processes
, 20, 26, 27, 30, 46, 64, 68, 98

Professional
, 5, 9, 10, 14, 106, 111, 114, 117, 120, 123, 124, 149, 154, 158, 164, 168–169, 212, 238, 239, 240–241, 245, 246, 247, 248, 249–250, 251, 252

Professional development
, 5, 6, 7, 8–9, 10, 11, 12, 13, 30, 40–41, 53, 54, 55, 74, 75, 78, 80, 82, 83, 86, 87, 88–89, 90, 128, 134, 137, 148, 154, 180, 187, 188, 189, 190, 191, 207–218

Professional Development Center
, 12, 147–159

Professional development school
, 128, 148

Professional identity
, 14, 237–252

Professional literacy
, 14, 238, 239, 240, 241, 245, 247

Professional meetings
, 238, 240, 241, 246, 252

Professionalism
, 27, 119, 239, 240, 247, 248, 252

Project
, 10–11, 13, 18, 20, 21, 22–23, 27, 28, 30, 31, 36–37, 39, 40, 49–50, 62, 66, 67, 68, 69, 84, 95, 96, 98, 100, 101–106, 129, 130, 132, 136, 142, 143, 144, 151, 182, 186, 199, 200, 201, 202, 204, 205, 227, 232

Public policy
, 11, 94, 95, 98

Reading
, 36, 37, 38, 39, 43, 45–46, 47, 48–49, 50, 52, 77, 78, 79, 81, 82, 86, 87–88, 89, 150, 189, 202, 203–204, 222, 223, 230, 231, 232, 233, 239

Reckless Mode
, 210

Recommendations
, 11, 26, 36, 38, 55, 56, 57, 58

Recruitment
, 5, 164, 171, 172–173

Reflection
, 7, 12, 13, 24, 29, 64, 66, 67, 103, 104, 106, 110, 113, 115, 118, 119, 124, 136, 218, 222, 231

Reflective
, 23, 61, 110, 115, 124, 136, 137, 223, 225, 227

Re-formation
, 139–142

Relational
, 169, 225

Reluctant readers
, 87–88

Renewal
, 79, 89, 148, 149, 151, 157

Resolutions
, 246, 249, 250

Resources
, 5, 27, 37, 40, 51, 68, 124, 183, 184, 198, 200, 223, 225, 232

Retrospective
, 223, 234

Roles and responsibilities
, 130, 131, 143, 164, 171

Routes
, 20, 162, 164, 165, 166, 174

Scholarship program
, 128–129, 130, 131, 132, 133, 134, 135, 136, 141, 142, 144

School
, 5, 8, 10, 11, 12, 13, 36, 37, 38–40, 41, 42, 43, 47, 50, 51, 54, 73–90, 93–107, 110, 112, 124, 131, 134, 139–142, 151, 154, 155, 156, 158, 161–174, 177–191, 196, 197, 201, 203, 205, 226, 229, 233, 247, 250, 251

School board
, 14, 238, 240, 241, 245, 246–247, 250, 251, 252

School collaboration
, 13, 51, 177–191

School Context
, 99, 100, 101, 103, 104, 106, 172

School Direct
, 120, 165, 166, 168, 170, 173

School-University Partnership
, 13, 37, 127–144

Second language learning
, 234

Secondary education
, 58, 59, 189

Self-concept
, 46

Self-efficacy
, 60, 157

Social studies
, 13, 178

Societal purpose of universities
, 196

Spring council
, 246, 249, 250

Structuring Mode
, 213, 216

Student learning
, 6, 7, 75, 90, 104, 105, 109–125, 222, 239, 241

Study skills program
, 83

Successful
, 8, 9, 11, 29, 30, 36, 37, 40, 49, 50, 51, 134, 135, 136, 142, 144, 156, 157, 200, 203

Support in teachers’ workplaces
, 68

Supporting Mode
, 210, 214, 216

TA OK Modes Model
, 13, 14, 209, 210–212, 213, 214, 215, 217, 218

Teach First
, 166

Teacher development
, 3–14, 245

Teacher education programs
, 110, 129, 196, 208, 222, 239, 240–241, 251

Teacher Education
, 11, 12, 13, 68, 93–107, 114, 127–144, 161–174, 208, 218, 241

Teacher initiatives
, 74

Teacher preparation program
, 73–90

Teacher training
, 11, 165, 166, 168, 173

Teacher unions
, 14, 237, 238, 239, 240, 250, 251

Teacher welfare
, 238, 246, 247, 250

Teachers
, 4–6, 7, 8, 9, 10, 13, 36, 39, 40, 52, 57–69, 74, 76, 78, 83, 94, 96, 99, 100, 101, 102, 103, 104, 106–107, 128, 129, 130, 131, 132, 136, 140, 149, 150, 151, 152, 155, 156, 157, 168–169, 170, 171, 172, 178, 180, 183, 185, 190, 197, 198, 202, 204, 207–218, 222, 223, 225, 226, 228, 238, 239–240, 245, 246, 247, 249, 250, 251, 252

Teachers’ reflective practices
, 61, 68, 104, 136, 139, 241

Teachers’ self-assessment
, 61

Teaching
, 4, 5, 10, 11, 13, 14, 28, 37, 59, 74, 75, 77, 150, 154, 162, 164, 168, 170, 172, 173, 183, 184, 196–198, 208, 212, 214, 215, 221–234, 238, 241–245, 248, 251

Teaching practices
, 9, 13, 104, 168, 208, 213, 222, 224, 248

Teaching School
, 165, 168, 173

Territorialism
, 19, 24

Theory
, 25, 37, 41, 60, 62, 114, 117, 122, 124, 141

Theory and Practice Dichotomy
, 106

Training
, 12, 20, 22, 28, 37, 38, 50, 51, 78, 94, 95, 98, 100, 101, 102, 103, 104, 105, 106, 107, 165, 200, 238

Transactional analysis
, 13, 207–218

Transformational
, 6, 19

Transformative
, 20, 30, 150

Trust
, 20, 23, 26, 30, 45, 156, 182

Tutoring
, 35–55, 204, 233

Understanding timeframes
, 143–144

University
, 3–14, 26, 28, 36, 57–69, 74, 75, 77, 78, 83, 85, 88, 94, 95, 106, 109–125, 127–144, 148, 149, 150, 158, 168, 170, 171, 173–174, 196, 198–199, 201, 205, 226, 228, 232, 251

University-school partnerships
, 11, 12, 75, 90, 93–107, 131, 148, 173

Upper secondary education
, 58, 59

Virtual Learning Environment (VLE)
, 19

Visual thinking strategies
, 178

Working life approach
, 58, 59, 61, 63, 64, 68, 69

Work-integrated learning
, 62, 64, 113, 117

Workplace pedagogic practices
, 62, 64

Prelims
Part I Concepts and Principles
Novel Approaches in University Partnerships: An Introduction to University Partnerships for Pre-Service and Teacher Development
A Scottish Consortium of Higher and Further Education Institutions: Developing Collaboration through Critical Incidents
Part II Successful Practices
Students Helping Students: An ELL Parent Tutoring Program Partnership
The Role of the University in Supporting Teachers in General Education to Develop Learning Environments Related to Working Life and Entrepreneurship
Mutually Beneficial Collaborative Initiatives between Elementary Schools and A University Teacher Preparation Program
An Analysis of a Brazilian University-School Partnership Program for Teacher Education
Developing Local and International Collaborations to Enhance the Student Learning Experience through University–Community Engagements
Breaking the Apprenticeship of Observation through Collaboration: A School-University Partnership in Teacher Education for High Needs Schools
The Professional Development Center as A Collaborative Apprenticeship
The Challenge of School-Led Teacher Education for Those Working within Traditional Teacher Education Partnerships: A Case of Roman Riding
Different Drumbeats: A University-Museum-School Collaboration to Inform History/Social Studies Learning through Integration of Visual Evidence
Creating New Pathways for Partnerships between Universities and Communities
The Role of Transactional Analysis OK Modes Model in Facilitating Second Language Teachers’ Professional Development
Guatemala and United States Partnership Renews Teaching and Learning
Educational Partnerships in Developing Professional Identity
About the Authors
Author Index
Subject Index