Clinical Partnerships in Action: Voices from an Accredited Professional Development School

Autor/inn/en	Decker, Derek; Roth, Jennifer; Cooner, Donna
Titel	Clinical Partnerships in Action: Voices from an Accredited Professional Development School
Quelle	In: School-University Partnerships, 11 (2018) 2, S.35-46 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Professional Development Schools; Partnerships in Education; College School Cooperation; Preservice Teacher Education; Accreditation (Institutions); Standards; State Universities; Teacher Educators; Cooperating Teachers; Student Teachers; Teacher Attitudes; Student Teacher Attitudes; Secondary School Teachers; High Schools; Colorado + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Standard; Staatliche Universität; Teacher education; Education; Lehrerbildung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerverhalten; High school; Oberschule
Abstract	The accrediting body, the Council for the Accreditation of Educator Preparation (CAEP), has set forth a set of new standards that demand excellence and produce educators who raise PK-12 student achievement. Standard 2: Clinical Partnerships and Practice requires that educator preparation programs (EPP) seeking accreditation should have strong collaborative partnerships with school districts and individual school partners. This study utilizes focus group methodology to highlight how key stakeholders in EPPs describe the benefits and barriers of CAEP Standard 2: Clinical Partnerships and Practice within the context of those stakeholders' institutions. A priori codes were used to see how stakeholders' descriptions aligned with Standard 2 guiding principles. Inductive codes were identified which focused on barriers described in clinical partnerships. Results found strong correlation between stakeholder's descriptions with both a priori and inductive codes. (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://napds.org/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01