Preparing Teachers for the 21st Century. Break the Mold: Teacher Education.

Johnson, Calvin; And Others

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Title: Preparing Teachers for the 21st Century. Break the Mold: Teacher Education.

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Title:	Preparing Teachers for the 21st Century. Break the Mold: Teacher Education.
Authors:	Johnson, Calvin; And Others
Descriptors:	Black Students; College School Cooperation; Economically Disadvantaged; Educational Improvement; Elementary Secondary Education; Faculty Development; High Risk Students; Higher Education; Low Income Groups; Minority Groups; Parent Participation; Partnerships in Education; Preservice Teacher Education; School Community Relationship; Student Teaching; Teacher Education Programs
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Publisher:	N/A
Publication Date:	1995-00-00
Pages:	48
Pub Types:	Reports - Descriptive; Speeches/Meeting Papers
Abstract:	This paper describes "Break the Mold: Preparing Teachers for the 21st Century," a project involving Arkansas universities and public schools in a partnership to improve education by reforming teacher education and developing model schools. In 1994, the University of Arkansas at Pine Bluff School of Education (UAPB) and the Dollarway School District (DSD) were awarded a 5-year grant to drastically change the teacher education program at the university and enhance the educational process in the district serving as the primary clinical site. UAPB is the only predominantly black land grant institution in the state. DSD includes 3 elementary, 1 junior high, and 1 senior high; 72 per cent of the students are black. The goals of the program are to allow faculty and students of both institutions to: (1) participate in shared decision-making; (2) translate research and theory generated by UAPB into an exemplary practice in a laboratory setting at DSD; (3) increase the variety of methods available to teachers, especially for working with low achievers; (4) provide mentorships and tutorial programs for low achievers through the use of UAPB students in DSD classrooms; (5) recruit others into teaching by serving as role models who enjoy and are enthusiastic about teaching and community service; and (6) involve parents and others in the community in the process of continuous renewal at each school site and at UAPB. Projected outcomes, benchmarks, and evidences for the project are detailed. Five appendices provide: (1) the names and addresses of the steering committee and the sub-committee structure; (2) references and publications and 19 postulates necessary for the simultaneous renewal of schools and the education of teachers; (3) the design model; (4) the project timeline; and (5) a survey instrument for judging the need for professional development in 20 teaching methods/strategies areas, teacher excellence program advisory committee members, teacher excellence program model, and sub-committee responsibilities. (Contains 17 references.) (ND)
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Reference Count:	N/A

Note:	Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (Washington, DC, February 12-15, 1995).
Identifiers:	Demonstration Schools; University of Arkansas Pine Bluff
Record Type:	Non-Journal
Level:	2 - Available on microfiche
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education; Higher Education

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