Description
Educators play a significant role in the intellectual and social development of children and young adults. Thus, it is important for next-generation teachers to have a strong educational background, as it serves as the foundation to their understanding of learning processes, leadership, and best practices in the field of education.
Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs presents critical and relevant research on methods by which future educators in high-level courses are equipped and instructed in order to promote the best experience in academic scholarship. Featuring discussion on a diverse assortment of topics, such as social justice for English language learners, field-based teacher education, and student satisfaction in graduate programs, this publication is directed at academicians, students, and researchers seeking modern research on the approaches taken by instructors to qualify and engage future educators.
Author's/Editor's Biography
Drew Polly (Ed.)
Drew Polly is an associate professor in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte. His research agenda focuses on examining how to support the implementation of technology and standards-based pedagogies. More information can be found at:
http://drewpolly.org/me.
Michael Putman (Ed.)
Michael Putman, Ph.D., is an Associate Professor in the Reading and Elementary Education Department at the University of North Carolina at Charlotte. His areas of research include the impact of teacher preparation and professional development on teacher self-efficacy, including efficacy for classroom management; middle school student dispositions toward online inquiry; and the effective use of technology within teaching practices and for improvement of student outcomes.
Teresa Petty (Ed.)
Teresa Petty is an Associate Professor and Associate Dean in the Cato College of Education at the University of North Carolina at Charlotte. Teresa’s teaching focuses on instructional design, teacher leadership, and mathematics methods. Her research interests include online teaching/learning, particularly engagement in online courses, and National Board Certification.
Amy Good (Ed.)
Amy J. Good, PhD, is an Associate Professor and Graduate Program Director for the MEd and MAT programs in Elementary Education. Amy received her doctorate from the University of Virginia in 2003. She teaches undergraduate, graduate, and doctorate level classes. Her research areas include social studies methods, technology integration, and National Board Certification.