Cross-disciplinary, cross-institutional collaboration in teacher education : cases of learning and leading /
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Imprint: | Basingstoke : Palgrave Macmillan, [2020] |
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Description: | 1 online resource : illustrations (some color). |
Language: | English |
Series: | Palgrave studies on leadership and learning in teacher education Palgrave studies on leadership and learning in teacher education. |
Subject: | |
Format: | E-Resource Book |
URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/12610128 |
Table of Contents:
- 1. Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education: Cases of Learning and Leading
- 2. Faculty Academy: A New Version of an Established Concept of Collaboration
- 3. Reflecting on Growth and Change: The Persistence of the Faculty Academy (2002-2020)
- 4. Involvement in a Professional Community Yields Unexpected Skills: Faculty Academy Members' Stories of Leadership and Learning
- 5. The Mentor-Mentee Faculty Relationship: Cases of Reciprocal Learning and Leading
- 6. Fear, Fellowship, and Finding a Voice: An Autobiographical Narrative of Being and Becoming in an Established Research Community.-7. Musings on the Sidelines: Leadership and Learning during the Tenure-Track Experience
- 8. Bridging the East and the West: Reflection on Learning, Leading and Life
- 9. Longstanding Lessons of Propriety as a Leader
- 10. Introverts as Leaders: How Involvement in a Professional Learning Community Can Facilitate Development of Skills
- 11. Resiliency and Women: The Journey to Academic STEM Leadership
- 12. Leading from the Shadows: School Librarian Leadership
- 13. Learning through Co-Teaching as Critical Friends
- 14. Learning and Leading as Teacher Researchers
- 15. Learning and Leading as Collaborative Physics Education/Physics Partners: Building a Physics Teacher Education Program
- 16. teachHOUSTON alumni: Agents of Change in Secondary STEM Education
- 17. Discovering Stories Data Might Be Telling: Collaborative Research as Leadership, and Lessons Learned in Promoting A Culture of Evidence
- 18. Sustaining Critical Practice in Contested Spaces: Teacher Educators Resist Narrowing Definitions of Curriculum
- 19. Generous Scholarship: A Counternarrative for the Region and the Academy
- 20. The Faculty Academy in Review: What, So What, Now What?
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