Transforming Teacher Education

HUGH T. SOCKETT is Professor of Education at George Mason University.ELIZABETH K. DEMULDER is Associate Professor of Initiatives in Educational Transformation in the Graduate School of Education at George Mason University.PAMELA C. LEPAGE is Assistant Professor of Initiatives in Educational Transformation in the Graduate School of Education at George Mason University.DIANE R. WOOD is Assistant Professor of Educational Leadership in the College of Education and Human Development at the University of Southern Maine.

• Preface Foreword by David Hansen Transforming Teacher Education by Hugh T. Sockett From Educational Rhetoric to Program Reality by Hugh T. Sockett and Pamela C. LePage Curriculum and Pedagogy Teacher as Citizen: Professional Development and Democratic Responsibility by Diane R. Wood Talking to Learn: A Pedagogy both Obvious and Obscure by Ann Sevik Teachers in School-based Teams: Contesting Isolation in Schools by Sharon Gerow Improving Children's Learning Complexity in Morally Grounded Practice by Elizabeth K. DeMulder, Ann Cricchi, and Hugh T. Sockett Through the Eyes of the Child by Rita Goss and Kristin Stapor Illuminating Knowledge: Three Modes of Inquiry by Deborah Bernard and Deborah Courter-Folly Diversity and Dialogue Culture Clash: Teacher and Student Identities and the Procession Toward Freedom by Mark A. Hicks No More "Making Nice" by Donna Schmidt, Renee Sharp, and Tracy Stephens Toward a Common Goal: Teachers and Immigrant Families in Dialogue by Elizabeth K. DeMulder and Leo Rigsby Framing Professional Critique Sustaining the Moral Framework: Tensions and Opportunities for Faculty by Pamela C. LePage The Standards of Learning: One Teacher's Journey Through State-Mandated Curriculum by Margaret Kaminsky Leading A Transformative Innovation: The Acceptance of Despair by Hugh T. Sockett References Appendix A Index

"This wide-ranging, spirited book will be of interest to anyone who wants to learn more about the inner workings of educational reform. With teacher development as their prime focus, the authors attend to every aspect of reform. They describe the vision that guided their effort, their attempts to build a supportive institutional structure, their curricular and pedagogical undertakings, and their attempts to communicate and collaborate with the many persons who cross the stage of the drama they describe. Any reader who follows their account to the end will no longer be able to think about educational reform, especially in teacher education, in quite the same way." David Hansen, from the foreword