Handbook of Research on Teacher Education

Reflecting the needs of educators today, this Third Edition aims to stimulate a broad conversation about foundational issues; bring multiple perspectives to bear, including historical perspectives; provide new specificity to topics that have been undifferentiated in the past; and include diverse voices in the conversation.

Part 1 What's the point?, David T. Hansen; Framing chapters; Chapter 1 Introduction, David T. Hansen; Chapter 2 Values and purpose in teacher education, David T. Hansen; Chapter 3 Teacher education in a democratic society, Emily Robertson; Chapter 4 The moral and epistemic purposes of teacher education, Hugh Sockett; Artifacts; Chapter 1.1 The American scholar, Ralph Waldo Emerson; Chapter 1.2 Of the coming of John, W. E. B. Du Bois; Chapter 1.3 Socialized education, Jane Addams; Chapter 1.4 The need for a philosophy of education, John Dewey; Commentaries; Chapter 5 Is deliberative democracy enough in teacher education?, Michael W. Apple; Chapter 6 Advancing the public purpose of schooling and teacher education, John I. Goodlad; Chapter 7 A thought from another world, Vanessa Siddle Walker; Part 2 What should teachers know?, Carl A. Grant; Framing chapters; Chapter 8 Teacher capacity, Carl A. Grant; Chapter 9 Rethinking teacher capacity, G. Williamson McDiarmid, Mary Clevenger-Bright; Chapter 10 Teacher capacity for diverse learners, Tyrone C. Howard, Glenda R. Aleman; Chapter 11 Teacher capacity and social justice in teacher education, Carl A. Grant, Vonzell Agosto; Artifacts; Chapter 2.1 A talk to teachers, James Baldwin; Chapter 2.2 Teachers as cultural workers, Paulo Freire, Donaldo Macedo, Dale Koike, Alexandre Oliveira; Chapter 2.3 The dialectic of freedom, M. Greene; Chapter 2.4 They're calling us names, Katrina B. Flores; Commentaries; Chapter 12 Do you see what I see?, Maureen D. Gillette, Brian D. Schultz; Chapter 13 Partial movements toward teacher quality ... and their potential for advancing social justice, Kevin K. Kumashiro; Chapter 14 Dismantling dichotomies in teacher education, Pam Grossman, Karen Hammerness, Matthew Ronfeldt, Morva McDonald; Chapter 15 Teacher capacity for diversity, Donna M. Gollnick; Part 3 Where should teachers be taught?, Kenneth Zeichner; Framing chapters; Chapter 16 Introduction, Kenneth Zeichner; Chapter 17 Teacher education programs as sites for teacher preparation, Kenneth Zeichner, Hilary G. Conklin; Chapter 18 An uneasy relationship, David F. Labaree; Chapter 19 What kind of experience?, Marilynne Boyle-Baise, D. John McIntyre; Artifacts; Chapter 3_1 The case for university-based teacher education, Linda Darling-Hammond; Chapter 3.2 Leaving authority at the door, Barbara Seidl, Gloria Friend; Chapter 3.3 Teachers for multicultural schools, Martin Haberman, Linda Post; Commentaries; Chapter 20 Rigor and relevance in teacher preparation, Michelle Rhee, Karla Oakley; Chapter 21 Settings for teacher education, Sharon P. Robinson; Chapter 22 Settings are more than sites, W. Robert Houston; Part 4 Who teaches? Who should teach?, A. Lin Goodwin; Framing chapters; Chapter 23 Defining teacher quality, A. Lin Goodwin; Chapter 24 Who is teaching? Does it matter?, Karen Zumwalt, Elizabeth Craig; Chapter 25 Teachers of color, Mary E. Dilworth, Anthony L. Brown; Chapter 26 The next generation of teachers, Susan Moore Johnson, Susan M. Kardos; Chapter 27 Teacher educators as gatekeepers, A. Lin Goodwin, Celia Oyler; Artifacts; Chapter 4.1 Meeting the highly qualified teachers challenge, Rod Paige; Chapter 4.2 Assessment of diversity in America's teaching force; Chapter 4.3 African American Teacher, Samuel R. Ward; Chapter 4.4 First Mexican School; Chapter 4.5 The Carlisle School; Chapter 4.6 Asian American Scholar, Francis Chang; Chapter 4.7 INTASC model standards; Chapter 4.8 Schoolteacher, Dan C. Lortie; Commentaries; Chapter 28 The teacher quality problem, Richard M. Ingersoll; Chapter 29 Changing the paradigm, Mary H. Futrell; Chapter 30 The perspective of a national board certified teacher on who should teach, Meghna Antani Lipcon; Part 5 Does difference make a difference?, Ana María Villegas; Framing chapters; Chapter 31 Diversity and teacher education, Ana María Villegas; Chapter 32 Preparing White teachers for diverse students, Christine E. Sleeter; Chapter 33 Preparing teachers of color to confront racial/ethnic disparities in educational outcomes, Ana María Villegas, Danné E. Davis; Chapter 34 Responding to the linguistic reality of mainstream classrooms, Tamara Lucas, Jaime Grinberg; Artifacts; Chapter 5.1 Is assimilation dead?, Nathan Glazer; Chapter 5.2 Impact of the 1954 Brown v. Topeka Board of Education decision on Black educators, Samuel B. Ethridge; Chapter 5.3 No one model American; Chapter 5.4 Educators' preparation for cultural and linguistic diversity; Commentaries; Chapter 35 Diversity and teacher education, Jacqueline Jordan Irvine; Chapter 36 Diversity and teacher education, Tina Jacobowitz, Nicholas M. Michelli; Chapter 37 Troubling diversity, Victoria Chou, Karen Sakash; Part 6 How do people learn to teach?, Sharon Feiman-Nemser; Framing chapters; Chapter 38 Teacher learning, Sharon Feiman-Nemser; Chapter 39 The metaphors by which we teach, Cheryl Rosaen, Susan Florio-Ruane; Chapter 40 The development of the personal self and professional identity in learning to teach, Carol R. Rodgers, Katherine H. Scott; Chapter 41 Learning among colleagues, Joel Westheimer; Artifacts; Chapter 6.1 The relation of theory to practice in education, John Dewey; Chapter 6.2 Growth of teachers in professional maturity, Lucy Sprague Mitchell; Chapter 6.3 The nature of expertise in teaching, David C. Berliner; Commentaries; Chapter 42 Rethinking the study of learning to teach, Renée T. Clift; Chapter 43 Perspectives on teacher learning, Daniel Fallon; Chapter 44 Teacher learning, Vivian Troen, Katherine C. Boles; Part 7 Who's in charge?, Suzanne M. Wilson; Framing chapters; Chapter 45 The emperor's new clothes, Suzanne M. Wilson; Chapter 46 Competing visions of purpose, practice, and policy, Sedlak Michael W.; Chapter 47 From traditional certification to competitive certification, David G. Imig, Scott R. Imig; Chapter 48 The evolving field of teacher education, Suzanne M. Wilson, Eran Tamir; Artifacts; Chapter 7.1 The elementary and the complete examiner, Isaac Stone; Chapter 7.2 Training of teachers, W. C. Bagley; Chapter 7.3 Building a still better teaching profession for our times, W. E. Peik; Chapter 7.4 On the education and certification of teachers, Arthur E. BestorJr.; Chapter 7.5 The professional standards movement in teaching, Ralph W. McDonald; Chapter 7.6 National Teacher Examinations (NTE), David J. Fox; Chapter 7.7 New Jersey's alternate route to certification, Saul Cooperman, Leo Klagholz; Chapter 7.8 Alternate routes to teacher certification, Doyle Watts; Chapter 7.9 Break the link, Frederick M. Hess; Chapter 7.10 Ignoring the policy makers to improve teacher preparation, Richard L. Allington; Commentaries; Chapter 49 Teaching as a profession, Edward Crowe; Chapter 50 Jurisdictional issues in teacher education, Frank B. Murray; Part 8 How do we know what we know?, Marilyn Cochran-Smith, Kelly E. Demers; Framing chapters; Chapter 51 How do we know what we know?, Marilyn Cochran-Smith, Kelly E. Demers; Chapter 52 Genres of research in teacher education, Hilda Borko, Jennifer A. Whitcomb, Kathryn Byrnes; Chapter 53 Research on teacher education, Marilyn Cochran-Smith, Kim Fries; Chapter 54 Critical and qualitative research in teacher education, Joyce E. King; Artifacts; Chapter 8.1 Applying what we know, Nathaniel L. Gage; Chapter 8.2 More light, Susan Florio-Ruane; Chapter 8.3 Knowing teaching, Magdalene Lampert; Commentaries; Chapter 55 Toward a better understanding of teaching and learning about teaching, John Loughran; Chapter 56 Improving methods for research on teacher education, Robert E. Floden; Chapter 57 Notes from a pragmatist, David H. Monk; Part 9 What good is teacher education?, Mary M. Kennedy; Framing chapters; Chapter 58 The place of teacher education in teachers' education, Mary M. Kennedy; Chapter 59 Teacher education toward liberal education, Steven Weiland; Chapter 60 The role of teacher education courses in teaching by second nature, Frank B. Murray; Chapter 61 The value added by teacher education, Mary M. Kennedy, Soyeon Ahn, Jinyoung Choi; Artifacts; Chapter 9.1 Purposes of a normal school, William S. Learned, William C. Bagley; Chapter 9.2 A quarrel among educators, James Bryant Conant; Chapter 9.3 Teacher education and the predicament of reform, Gary Sykes; Commentaries; Chapter 62 A reflection on the professional preparation of teachers, Diane Ravitch; Chapter 63 Knowledge for teaching, Linda Darling-Hammond; Chapter 64 Teacher education and the education of teachers, Frederick M. Hess;