Title Details

English
Jamaican

Chapter

1. INTRODUCTION 1

The Context of the Problem 7
The Jamaican Context 8
The Michigan Context 10
Statement of the Problem 11
Purpose of the Study 13
Research Questions 14
The Current Context of Teacher Education: Conceptual Framework 15
Definitions of Terms 21
Assumptions of the Study 22
Delimitations of the Study 23
Significance of the Study 23
Organization of the Study 24
2. REVIEW OF LITERATURE 26

Introduction 26
Historical Overview of Teacher Education in Jamaica 28
Historical Overview of Teacher Education in Michigan 29
Reflective Practice 31
The Importance of Research 32
Multicultural and Diversity Issues 35
The Role of Technology 37
Partnerships for Successful Practice 38
The Curriculum Content 41
Field Experiences 43
The Context of Field Experiences 45
The Cooperating Teacher 46
The Student Teacher 48
Suggested Roles and Responsibilities of Student Teachers for a
Successful Practice 49
The College/University Supervisor 50
Standards of Accountability 51
Types of Standards 52
Certification and Accreditation 53
Teacher Educators 54
Identifying Marks of Quality Teaching 58
Model of Reform in Teacher Education: Professional Development
Schools 60
Summary 61

3. METHODOLOGY 65

Introduction 65
Research Design 66
Methods and Features of Qualitative Research 68
Field Focused 68
The Self as Instrument 68
Interpretative Character 69
The Use of Expressive Language 70
Attention of Particulars 70
Coherence, Insight, and Instrumentality 71
Population 71
Criteria Denoting Exemplary Status 72
Jamaica 72
Michigan. 79
Sampling 81
Respondents’ Sampling 82
Sampling Procedures 83
Program Directors 84
Teacher Educators 85
Pre-service Senior Students 85
Graduates 87
Cooperating Teachers 88
Instrumentation 89
Interview Schedules 89
Documents and Artifacts 90
Data-Collection Procedure 91
Data Analysis 92
Summary 93

4. NORTHERN CARIBBEAN UNIVERSITY: “WHERE NATURE AND
REVELATION UNITE IN EDUCATION” 94

Introduction 94
A Brief History of Northern Caribbean University 96
The Philosophy 97
The Mission 99
The Objectives 99
Accrediting Organizations 100
External Linkages 100
Student Development 101
The Contemporary Teacher Education Program at NCU 101
Areas of Emphasis 103
Recruitment and Screening 104
Development of Expertise 104
Development of Teaching Skills 106
Through the Eyes of the Interviewees 108
Program Components 109
Assessment Techniques 114
Program Curriculum 118
Teacher Graduates 122
Field Experiences 126
University/College–Cooperating School Relationship 133
Teacher Educators 135
Program Effectiveness 140
Summary 143

5. THE MICO COLLEGE: “DO IT WITH THY MIGHT” 145

Introduction 145
A Brief History of The Mico College 146
“Do it With Thy Might” 148
The Mission 149
Cultural Consciousness 149
Academic Acuity 150
The Mico Focus 152
Screening of Entrance 153
Development of Expertise 154
Development of Teaching Skills 155
Teaching Practice Coordinator 157
The Host Schools 157
The Cooperating Teacher 158
The College Supervisor 159
The Student Teacher 159
Through the Eyes of the Interviewees 160
Program Components 161
Assessment Techniques 166
Program Curriculum 168
Teacher Graduates 172
Field Experiences 175
University/College—Cooperating School Relationship 181
Teacher Educators 183
Program Effectiveness 187
Summary 191

6. EASTERN MICHIGAN UNIVERSITY: “COME TO LEARN; COME TO
GROW; COME TO EASTERN” 194

Introduction 194
A Brief History of Eastern Michigan University 195
The Normal School Concept 195
Institutional Mission 199
The Contemporary Teacher Education Program 200
The Conceptual Frameworks 200
The Program Vision 202
The Program Mission 202
The Program Goals 203
The Program Disciplines 203
Screening of Entrants 204
Assessment 204
Development of Expertise 205
Clinical Experiences 207
Pre-Student Teaching 208
Student Teaching 209 Special Distinctive Features of the College of Education 213
Special Distinctive Features of the College of Education …212
The Office of Collaborative Education 212
The Collaborative School Improvement Program 212
The Detroit Comer School and Families Initiative 213
Consociate Schools 214
Urban Teacher Certification Program 214
The Office of Urban Education and Educational Equity 215
Office of Collaborative Education 217
Transition to Teaching 218
Affiliations 218
Accrediting Organizations 219
Through the Eyes of the Interviewees 219
Program Components 220
Assessment Techniques 229
Program Curriculum 232
Teacher Graduates 237
Field Experiences 241
University/College—Cooperating School Relationship 248
Teacher Educators 250

Program Effectiveness 254
Summary 256

7. CROSS-CASE ANALYSIS 260

Introduction 260
Emerging Themes 261
Program Components 261
Strong Content Knowledge 262
Professional Development 263
Assessment 265
General Education 265
Contextualization 267
Conceptual Framework 269
Assessment Techniques 270
Standards for Accountability 270
Program Restructuring 272
Improvement of Teaching and Learning 274
Continuity 275
Authenticity 276
Program Curriculum 279
Meaningfulness and Relevance 279
Diversity Issues 281
Research Based 284
Teacher Graduates 286
Involvement in Action Research 286
Reflective Practice 287
Good Human Relations Skills 289
Planning and Organizational Skills 291
Knowledge of Content 293
Knowledge of Pedagogy 294
Cultural Competence 296
Student-Centered Perspective 298
Field Experiences 299
Collaboration Between Host Schools and University/College 300
Intelligent Choice of Cooperating Teachers 301
Awareness of Responsibilities of Cooperating Teachers 303
Placing Students Suitably 306
Adequate Time for Practice 309
Coherence Between Field Experience, Content and Pedagogy 310
University/College—Cooperating School Relationship 312
Close Collaboration 312
Open Lines of Communication 314
Training for Host School Participants 315
Teacher Educators 317
Model Instructional Techniques 317
Scholarly Research Engagement 320
Expert Current Content Knowledge 322
Experience in K-12 Classrooms 324
Cultural Competence 325
Program Effectiveness 326
Summary 331

8. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 335

Introduction 335
Problem 335
Purpose 336
Research Questions 336
Methodology 337
Overview of Literature 338
Summary of Data Findings Based on Research Questions 342
Research Question 1 342
Research Question 2 343
Research Question 3 345
Research Question 4 345
Research Question 5 348
Research Question 6 349
Research Question 7 350
Research Question 8 351
Conclusions 354
Recommendations for Practice 357
Recommendations for Future Research 360