Clarifying the Multiple Linkages between Curriculum and Instruction in Programs of Urban Teacher Preparation and State Educational Policy Promoting School Reform.

Autor/inn/en	Weiner, Lois; Bloom, Arlene; Hall, Althea; Juncker, JoAnne; Obi, Roselynn; Pagano, Alicia; Rand, Muriel
Titel	Clarifying the Multiple Linkages between Curriculum and Instruction in Programs of Urban Teacher Preparation and State Educational Policy Promoting School Reform.
Quelle	(1999), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Educational Change; Educational Improvement; Educational Policy; Elementary Secondary Education; Females; Higher Education; Politics of Education; Preservice Teacher Education; Public Education; Sex Discrimination; Student Teachers; Teacher Educators; Urban Education + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungspolitik; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational policy; Lehramtsstudiengang; Lehrerausbildung; Öffentliche Erziehung; Sex; Discrimination; Geschlecht; Diskriminierung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher education; Education; Lehrerbildung; Stadtteilbezogenes Lernen
Abstract	This paper examines interrelationships between curriculum and instruction in an urban teacher education program and state educational policies promoting school reform. It notes how national policy talk and organizational strategies promoting systemic reform in schools serving low-income students influence the work of teacher educators preparing teachers for urban settings. The paper presents the experiences of seven teacher educators in an urban education program, comparing stated intentions of state policies for improving schools with actual effects observed by teacher educators. Cases are based on data collected by university faculty, including: field notes during visits to student teachers, evaluation reports of student teachers, notes about class incidents, and students' written classwork. Overall, the cases suggest that state policies adopted with the rationale of improving education in fact constrain faculty from helping students learn to teach against the grain of accepted practice in urban schools. The cases warn about the limitations of systemic reform as it is developing. They raise questions about how policies that seem reasonable and rational become destructive. The researchers suggest that the divide between teacher research and academic research in part results from disparity in the proportion of females in teaching and teacher education. Information and insights from female teacher educators working in programs that prepare urban teachers are missing in debate about educational reform. (Contains 68 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC