Clinical Partnerships in Urban Elementary School Settings (An Honest Celebration of the Messy Realities in the Preparation of Teachers)

ISBN: 9789004408500
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$45.00
SKU:
9789004408500
Availability:
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Minimum Purchase:
25 units
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Product Details

Author:
Mikkaka Overstreet, Lori Norton-Meier
Format:
Paperback
Pages:
140
Publisher:
Brill (January 30, 2020)
Imprint:
Brill
Language:
English
Audience:
Professional and scholarly
ISBN-13:
9789004408500
ISBN-10:
9004408509
Weight:
8oz
Dimensions:
6.1" x 9.25" x 0.31"
File:
TWO RIVERS-PERSEUS-Metadata_Only_Perseus_Distribution_Customer_Group_Metadata_20260107163419-20260108.xml
Folder:
TWO RIVERS
List Price:
$45.00
Country of Origin:
Netherlands
Series:
Advances in Teaching and Teacher Education
As low as:
$22.95
Publisher Identifier:
P-PER
Discount Code:
A

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Overview

In Clinical Partnerships in Urban Elementary School Settings, early career scholars describe their work in a clinical partnership model in one large urban district partnering with teachers, children, families, and administrators making a commitment to not only educate children but also the development of elementary teachers. Topics include community-university relationships, deconstructing privilege and oppression, responsive collaboration, professional identity, and the ways teacher candidates position young children.

The chapter authors are early career scholars who have participated in "community-engaged scholarship" at a Research-Extensive institution of higher education. They seek to illuminate the importance of this scholarship in order to grow the academic repertoires of emerging scholars in their ideologically becoming as well as connect and elevate the ways in which community engagement is valued and disseminated in publishing.

Readers of this text will: (1) read stories of teacher educators working through the "messy reality" of engaging in clinical teaching work; (2) gain insight to the complexity of the relationships with community, university, and schools and the individuals who seek to establish and/or nurture equitable learning environments for students; and (3) understand the power of qualitative research as a tool for telling stories about this messy work as well as discuss the necessity in valuing such efforts among higher education.

Contributors are: Tammy R. Davis, Tim Foster, Lateefah Id-Deen, Ann Larson, Bianca Nightengale-Lee, Shannon Putman, Gabrielle Read-Jasnoff, Amy Shearer Lingo, Anetria Swanson, and Emily Zuccaro.

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