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A volume in Readings in Educational Thought
Series Editors Andrew J. Milson, Chara Haeussler Bohan,
Perry L. Glanzer and J. Wesley Null
Clinical Teacher Education focuses on how to build a school-university partnership network for clinical teacher education
in urban school systems serving culturally and linguistically diverse populations. The labor intensive nature of
professional development school work has resulted in research institutions being slow to fully adopt a clinical teacher
education Professional Development School (PDS) network approach across the entirety of their teacher preparation
programs. Faculty have often been hesitant to commit to such models in light of the demands of institutional expectations
of publish or perish. In this book, faculty, researchers, and administrators from academia and from public schools involved
in a clinical teacher education PDS network discuss their commitment to collaborative clinical teacher preparation and
development, and to inquiry in PDS initiatives in urban schools. Clinical Teacher Education serves as an in-depth analysis
of the strengths and challenges of establishing school-university networks in metropolitan environments.
Many experienced and noteworthy authors contributed to Clinical Teacher Education. The authors hold various administrative and faculty positions in both university
and public school settings. In addition to editors Chara Bohan and Joyce Many, chapter authors include, Mary Ariail, Gwen Benson, Lin Black, Donna Breault, William
Curlette, Kezia McNeal Curry, Julie Dangel, Mary Deming, Caitline Dooley, Joe Feinberg, Teresa Fisher, Lou Matthews, August Ogletree, Susan Ogletree, Laura
Smith, Susan Swars, Dee Taylor and Brian Williams.
In addition, the chapters address a host of issues that arise when working in a large, urban school-university clinical teacher education network. Nine chapters include the
following topics: Chapter 1, "Understanding the Complexities Inherent in Large Scale Implementation of the PDS Model by an Urban Research Institution," Chapter 2,
"Professional Development Schools: History, Development, and Content Research," Chapter 3, "The Work and
Insights of Professional Development School Boundary Spanners," Chapter 4, "Possibilities for Clinical Teacher
Education: Four Stories of Field-based Courses Taught at Professional Development School Sites," Chapter 5,
"Examining PDS Partnerships with Survey Items: Assessing Perception of Fidelity of Implementation Using the
NCATE PDS Standards, " Chapter 6, "Integrating Inquiry in Clinical Teacher Education Initiatives Across a PDS
Network," Chapter 7, "An Approach to Increasing Student Achievement: Teacher-Intern-Professor Groups with
Anchor Action Research," Chapter 8, "Making a Difference in Teacher Development and High Quality Teaching,"
and Chapter 9, "Partnership Building in a Context of Change."
