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Titlebook: Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education; Cases of Learning an Cheryl J. Craig,Laura Turchi,Denise M. McD

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發(fā)表于 2025-3-21 17:45:12 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書(shū)目名稱(chēng)Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education
副標(biāo)題Cases of Learning an
編輯Cheryl J. Craig,Laura Turchi,Denise M. McDonald
視頻videohttp://file.papertrans.cn/241/240340/240340.mp4
概述Recounts the history and activities of a multi-institutional 15-year faculty development group that has both learned and led.chapters demonstrate learning through interaction, collaboration, leading a
叢書(shū)名稱(chēng)Palgrave Studies on Leadership and Learning in Teacher Education
圖書(shū)封面Titlebook: Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education; Cases of Learning an Cheryl J. Craig,Laura Turchi,Denise M. McD
描述.This book focuses on the impact of sustained and evolving collaborations, showcasing research and scholarship in a faculty group—consisting of 28 professors from five regional universities—meeting and supporting each other since 2002. Originally an innovation introduced by Cheryl J. Craig and funded by a reform movement, the Faculty Academy continues to flourish in the fourth largest city in America long after the reform initiative abandoned its charge. Contributors to this volume represent all stages of careers, include all races and genders, and write from a multiplicity of disciplinary stances (literacy, mathematics, science, social education, multiculturalism, English as a Second Language, accountability, etc.). In addition to fascinatingly diverse perspectives on teacher education, the authors also investigate issues related to career trajectories—including experiences of vulnerability. The volume illuminates how the Faculty Academy works as a dynamic academic and social bond:not only as a glue that binds members in community, but also in rigorous intellectual commitments that fuel their collective knowing and advance their careers while providing leadership, mentorship, and
出版日期Book 2020
關(guān)鍵詞Faculty Academy; International Study Association on Teachers and Teaching; Professional Learning Commu
版次1
doihttps://doi.org/10.1007/978-3-030-56674-6
isbn_softcover978-3-030-56676-0
isbn_ebook978-3-030-56674-6Series ISSN 2524-7069 Series E-ISSN 2524-7077
issn_series 2524-7069
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl
The information of publication is updating

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發(fā)表于 2025-3-21 20:19:45 | 只看該作者
Introverts as Leaders: How Involvement in a Professional Learning Community Can Facilitate Developmeavily formed by features of extroversion. Along with her compensation skills, she credits formative support from inspirational mentors and involvement in professional learning communities to her success as a leader.
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發(fā)表于 2025-3-22 04:46:14 | 只看該作者
,Wasserf?rderung und Mengenmessung,ad in the broader landscape of teacher education while concurrently acknowledging how the Faculty Academy scaffolds their learning and leading both as individuals and as members of a shared community of knowing.
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,Wasserf?rderung und Mengenmessung,ental science, geoscience, life science, mathematics, and physics/astronomy. For the purposes of this study, academic STEM leadership positions include department chairs, deans, provosts, chancellors, and presidents. Key factors of assets and resources for resiliency are identified.
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發(fā)表于 2025-3-23 01:34:19 | 只看該作者
Wasservorkommen und Wassergewinnung,my battle with early career Impostor Syndrome. This phenomenon is explored as the core of my narrative of liminality, and negotiation of space as a new member of an established community of researchers called Faculty Academy, with former professors as found mentors in new relationship dynamics.
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發(fā)表于 2025-3-23 07:42:18 | 只看該作者
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