Overview

Renewed Accountability for Access and Excellence advances discussion of a conceptualized model for cultivating democratic professional practice in education (DPPE) and considers its relationship with contemporary teaching and leading praxes. A diverse and highly qualified group of scholars and practitioners have contributed chapters relating to innovative programs, co-constructed partnerships, empirical and teaching case studies, and examples of practical applications of theory for advancing teaching and leading. This single volume, a collection of works arranged into a conceptualized model with application for practice, is recommended as a resource for research libraries, a textbook in programs of teacher and educational leadership preparation, and a wellspring of knowledge and ideas for professional growth and innovation for P-12 teachers and school leaders.

Full Product Details

Author:   Penny L. Tenuto ,  Scott C. Bauer ,  Catherine A. Bornhorst ,  S. David Brazer, PhD, Brazer Education Consulting LLC
Publisher:   Lexington Books
Imprint:   Lexington Books
Dimensions:   Width: 15.80cm , Height: 2.90cm , Length: 23.80cm
Weight:   0.608kg
ISBN:  

9781498518611

ISBN 10:   1498518613
Pages:   318
Publication Date:   29 October 2015
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Introduction: Applying a Model for Democratic Professional Practice in Education (DPPE), Penny L. Tenuto PART ONE: Sharing Purpose, Data, and Expertise: Co-constructing Partnerships for Access and Excellence Chapter 1. Leading, but Not in Charge: Leadership within Non-Hierarchical Spaces, Catherine Bornhorst and Viola Florez Chapter 2. Developing Democratic Clinical Preparation Collaboratives: Working With and Within P-12 School / University Partnerships, Cheryl A. Franklin Torrez Chapter 3. A Model of Equity and Excellence in Teacher Education: Lessons from a Program of Students of Color in a PWI, Shirley Mthethwa-Sommers Chapter 4. Transforming Middle Level Teacher Candidates with the TEAM Model to Establish Democratic Professional Practice in Education, Nancy P. Gallavan and Marilyn A. Friga Chapter 5. Effects of a Global Teacher Internship Program on American Pre-Service Science Teachers, Jiyoon Yoon and Leisa Martin Chapter 6. Preparing for Teaching in a Democratic Society: Unpacking Key Components of a Political Science/Teacher Education Block, Dennis E. Potthoff, Diane L. Duffin, and Jane Ziebarth-Bovill Chapter 7. Sharing Responsibility for Democratic Governance: Preparing the Next Generation of Teacher-Leaders, Diane L. Duffin, Jane Ziebarth-Bovill, Rochelle Hunt Krueger, and Dennis E. Potthoff Chapter 8. Agenda for Education in a Democracy: Lesson Plan Template for Social Justice, Karen A. Rowe and Elizabeth A. Urban PART TWO: Sharing Leadership and Responsibility for Renewed Accountability Chapter 9. Teacher Leadership in Collaborative Teams: The Importance of Process, Scott C. Bauer, Michelle Van Lare, S. David Brazer, and Robert Smith Chapter 10. Democratic Professional Practice for Technology Integration, Katheryn E. Shannon and Jean L. Cate Chapter 11. Postsecondary Education Discourse at a Remote Rural High School, Tamara Newport Love Chapter 12. Democratic Professional Practice in Education in USA and Brazil, Elizabeth T. Murakami, Cynthia Paes de Carvalho, and Ana Cristina Prado de Oliveira Chapter 13. Improving Student Achievement through Culturally Engaging Schools, Susan E. McLaughlin-Jones Chapter 14. Overcoming Teacher Isolation through a Teacher-Led Project of FRANC, Susan E. McLaughlin-Jones Chapter 15. Leading for Student Belongingness in P-12 Schools: A Teaching Case for School Administrators and Teacher Leaders, Mary E. Gardiner, Penny L. Tenuto, and Julie K. Yamamoto Chapter 16. DPPE and the Scholar-Practitioner: Accountability through Care, Collaboration, Criticality, and Commitment, Charles L. Lowery, Chetanath Gautam, Anthony Walker, and Chance Mays

Reviews

The authors build on work by pioneers like John Goodlad and continue to advance the purposes of schooling in and for a healthy democracy. Democratic professional practice in education (DPPE) provides the framework for a wide-ranging montage of quality professional practices that span traditional institutional boundaries to give readers compelling examples that remind us that innovative, collaborative, student-focused work serves all students and our democracy well. -- Ann Foster, National Network for Educational Renewal, Co-Executive Director This timely volume is perfect for teachers and principals who care about democratic processes in schools. The chapters provide excellent examples of applied research in a wide range of classrooms with today's students. Clearly, practitioners engage with Penny Tenuto's DPPE model because it promotes greater student learning. -- Margaret Grogan, College of Educational Studies, Chapman University

The authors build on work by pioneers like John Goodlad and continue to advance the purposes of schooling in and for a healthy democracy. Democratic professional practice in education (DPPE) provides the framework for a wide-ranging montage of quality professional practices that span traditional institutional boundaries to give readers compelling examples that remind us that innovative, collaborative, student-focused work serves all students and our democracy well. -- Ann Foster, National Network for Educational Renewal, Co-Executive Director This timely volume is perfect for teachers and principals who care about democratic processes in schools. The chapters provide excellent examples of applied research in a wide range of classrooms with today’s students. Clearly, practitioners engage with Penny Tenuto’s DPPE model because it promotes greater student learning. -- Margaret Grogan, College of Educational Studies, Chapman University This book’s emphasis on shared purpose, data, expertise, leadership, and responsibility as a framework for strengthening and empowering school communities makes it a valuable resource for practicing and aspiring educators and those responsible for preparing them. -- Sonya Douglass Horsford, George Mason University

Author Information

Penny L. Tenuto is assistant professor in educational leadership in the Department of Leadership and Counseling at the University of Idaho.

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