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Available
Publications
The
Holmes Partnership Trilogy
Tomorrow's
Teachers, Tomorrow's Schools, Tomorrow's Schools of
Education
With a New Foreword by Judith Lanier
Year of Publication: 2007
The Holmes Trilogy, originally published in separate
books, is now available in a single volume, consisting
of Tomorrow’s Teachers, Tomorrow’s Schools
and Tomorrow’s Schools of Education. All three
books ultimately aim to improve schooling for America’s
children, especially for those in most need of a better
education.
The first, Tomorrow’s Teachers, originally published
in 1986, outlines a program of action aimed at dramatically
improving the quality of America’s teachers and
at improving the teaching profession.
Tomorrow’s Schools (1990) promotes the professional
development school, a school for the development of
beginning teachers, for teachers’ continuing development
and for the research and development of the teaching
profession.
Tomorrow’s Schools of Education (1995) is committed
to building authentic professional schools for educators
who work in the nation’s public schools.
The Trilogy, published in 2007, is available in hardcover
and paperback. The hardcover version is $79.95 (http://www.peterlang.com/Index.cfm?vID=68833&vHR=1&vUR=2&vUUR=1&vLang=E)
and the paperback is $33.95, with a 25 percent discount
for purchasers whose institutions are members of The
Holmes Partnership.
Navarro, V., Marquez-Zenkov, K. (Eds.). (2005).
Staying Connected: Re-framing the Contours of Partnership
Work in Education. Published by UNITE: The Urban Network
to Improve Teacher Education
This is a collection of case studies about partnerships
that take seriously the equity challenges of preparing
teachers for urban education. The cases, and the partnerships
they represent, have grown out of important common roots
in The Holmes Partnership and UNITE, the Urban Network
to Improve Teacher Education. The case studies were
collaboratively developed as a result of cross-site
visits between UNITE partnerships and describe the various
ways teachers are prepared over time to acquire specific
abilities and understandings that are especially germane
to urban schools and school communities.
$10 per copy
Kershaw, C., Cagle, L., Hersh, S., O’Sullivan,
M., & Staten, M. (2004).
Voices and Reflections: An Urban Education Handbook.
Published by UNITE: The Urban Network to Improve Teacher
Education
This the result of three years of deliberations and
reflections by the members of the Urban Teacher Preparation
Work Group of UNITE, the Urban Network to Improve Teacher
Education. The handbook is a collection of vignettes
and voices from multiple contexts that highlight the
struggles and the victories that result from innovative
urban teacher education programs within Professional
Development Schools and that challenge the status quo
in order to raise awareness of and commitment to issues
of social justice and equity.
$10 per copy
Peterman, Francine (Ed.) (2005).
Designing Performance Assessment Systems for Urban Teacher
Preparation. Lawrence Erlbaum Associates, Publishers
This presents an argument for, and invites, critical
examination of teacher preparation and assessment practices--in
light of both the complexity and demands of urban settings
and the theories of learning and learning to teach that
guide teacher education practices. This dynamic approach
distinguishes the authors' stance on urban teacher assessment
as one that can help address social justice issues related
to gender, race, socioeconomic class, and other differences,
and at the same time promote the professional development
of all educators engaged in the process of learning
to teach.
http://www.erlbaum.com/ME2/Default.asp
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