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A Study in Contrasts: Multiple-Case Perspectives on Teacher Preparation at New Graduate Schools of Education

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Title: A Study in Contrasts: Multiple-Case Perspectives on Teacher Preparation at New Graduate Schools of Education
Language: English
Authors: Cochran-Smith, Marilyn, Stringer Keefe, Elizabeth (ORCID 0000-0002-9573-4925), Smith, Reid Jewett
Source: New Educator. 2021 17(1):96-118.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 23
Publication Date: 2021
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Education Programs, Graduate Study, Schools of Education, Program Content, Higher Education, Educational History, Educational Policy, Politics of Education, Context Effect, Institutional Mission, Preservice Teacher Education, Educational Environment, Financial Support, Educational Finance
Geographic Terms: Massachusetts (Boston), California (San Diego), District of Columbia, New York (New York)
DOI: 10.1080/1547688X.2020.1822485
ISSN: 1547-688X
Abstract: This article takes a multi-case perspective on teacher preparation at new graduate schools of education (nGSEs) across four sites. The article argues that teacher preparation at nGSEs is a study in contrasts. On one hand, nGSE leaders frame teacher preparation at their institutions in terms of the marked contrasts they perceive between their programs and teacher preparation programs at universities, which is one of their principal justifications for the relocation of teacher preparation to new non-university organizations. On the other hand, there are stark contrasts within and across nGSE sites in how teacher preparation is conceptualized and enacted, depending primarily upon the interplay of underlying assumptions and values and the larger professional and political purposes to which particular nGSEs are attached.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1285976
Database: ERIC
FullText Text:
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  Data: A Study in Contrasts: Multiple-Case Perspectives on Teacher Preparation at New Graduate Schools of Education
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  Data: <searchLink fieldCode="AR" term="%22Cochran-Smith%2C+Marilyn%22">Cochran-Smith, Marilyn</searchLink><br /><searchLink fieldCode="AR" term="%22Stringer+Keefe%2C+Elizabeth%22">Stringer Keefe, Elizabeth</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9573-4925">0000-0002-9573-4925</externalLink>)<br /><searchLink fieldCode="AR" term="%22Smith%2C+Reid+Jewett%22">Smith, Reid Jewett</searchLink>
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 23
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Study%22">Graduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Schools+of+Education%22">Schools of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Content%22">Program Content</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+History%22">Educational History</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Politics+of+Education%22">Politics of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Mission%22">Institutional Mission</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Financial+Support%22">Financial Support</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Finance%22">Educational Finance</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Massachusetts+%28Boston%29%22">Massachusetts (Boston)</searchLink><br /><searchLink fieldCode="DE" term="%22California+%28San+Diego%29%22">California (San Diego)</searchLink><br /><searchLink fieldCode="DE" term="%22District+of+Columbia%22">District of Columbia</searchLink><br /><searchLink fieldCode="DE" term="%22New+York+%28New+York%29%22">New York (New York)</searchLink>
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  Data: 10.1080/1547688X.2020.1822485
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  Data: This article takes a multi-case perspective on teacher preparation at new graduate schools of education (nGSEs) across four sites. The article argues that teacher preparation at nGSEs is a study in contrasts. On one hand, nGSE leaders frame teacher preparation at their institutions in terms of the marked contrasts they perceive between their programs and teacher preparation programs at universities, which is one of their principal justifications for the relocation of teacher preparation to new non-university organizations. On the other hand, there are stark contrasts within and across nGSE sites in how teacher preparation is conceptualized and enacted, depending primarily upon the interplay of underlying assumptions and values and the larger professional and political purposes to which particular nGSEs are attached.
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  Data: EJ1285976
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      – SubjectFull: Institutional Mission
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