A Collaborative Model for Developing Classroom Management Skills in Urban Professional Development School Settings

Autor/inn/en	Dobler, Elizabeth; Kesner, Cathy; Kramer, Rebecca; Resnik, Marilyn; Devin, Libby
Titel	A Collaborative Model for Developing Classroom Management Skills in Urban Professional Development School Settings
Quelle	In: School-University Partnerships, 3 (2009) 1, S.54-68 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Classroom Techniques; Urban Schools; Student Diversity; Worksheets; Seminars; Urban Teaching; Mentors; Principals; Models; Professional Development Schools; Partnerships in Education; College School Cooperation; Student Teacher Supervisors; Preservice Teacher Education; Student Teachers; Program Evaluation; Program Descriptions; Kansas + Suchen Sie Ihr Suchwort? Klassenführung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Seminar; Urban education; Stadtteilbezogenes Lernen; Principal; Schulleiter; Analogiemodell; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Programme evaluation; Programmevaluation
Abstract	This article describes a school-university partnership that focuses on the development of classroom management skills for preservice teachers in an urban setting, through collaboration between mentors, principals, and a university supervisor. To prepare preservice teachers for the unique challenges of urban schools, three key elements were implemented. First, interns were placed in diverse settings. During those placements, interns were provided opportunities for dialogue and discussion with experienced educators, as well as the chance to critically reflect on their teaching within a supportive environment. Collaboration between the school and university facilitated these key elements and so encouraged the interns' growth and learning in their development of classroom management skills, for use with children from various ethnic, social, and academic backgrounds. (Contains 2 tables, 3 figures, and 1 note.) (As Provided).
Anmerkungen	National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://www.napds.org/school_university_partnerships.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10