Titlebook: Design for Change: Designing Evidence-Based Teacher Preparation Programs; Alan Bain Book 2024 The Editor(s) (if applicable) and The Author

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Design for Change: Goals and Assumptions,hich it is based and overview each of the chapters. Over the last 20?years, numerous international and national reports and accounts of them (e.g., Bahr & Mellor, 2016; Caldwell & Sutton, 2010; Carnegie Corporation of New York, 2006; Hartsuyker, 2007; Ingvarson et al., 2014; Levine, 2006; National R

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Conceptualizing What We Should Expect of Teacher Preparation,current research on teaching and the standards employed to accredit teacher preparation programs (TPPs). We introduce the concept of a schema, both as a psychological construct for framing teacher expectations and as the basis for a theoretical approach to the design of TPPs.

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Practical Theory in Design for Change,d (Bell, 2004; Franz, 2007; Tellings, 2011), little research has focused specifically on a theorized program design processes in teacher education. This chapter builds the case for using theory as a basis for teacher education program design with a focus on self-organization. A distinction is made?b

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,The Design for Change Model – Programs and Courses (DfC-PaC),We show examples of what happens when the DfC-TaP described in Chap. . is employed to build programs and courses and what those design elements look like in practice. This includes how commitments are connected to standards, graduate expectations, courses, and assessment tasks.

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Evidence for Design for Change: Programs and Courses (DfC-PaC),ign features to the outcomes those programs produce. In this chapter, we share evidence for the Design for Change-Faculty (DfC-PaC) model described in Chap. .. The findings are derived from four doctoral theses, two books, and nine peer-reviewed studies that employed qualitative, quantitative, and m

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Rapid Application Development Using Qtcurrent research on teaching and the standards employed to accredit teacher preparation programs (TPPs). We introduce the concept of a schema, both as a psychological construct for framing teacher expectations and as the basis for a theoretical approach to the design of TPPs.