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Response to Section I: What’s Needed Now


by Kenneth R. Howey — 2011

The authors don’t attempt to overstate the scope of development or level of impact with respect to PDS. On the positive side, they remind us that hundreds of NCATE’s accredited institutions report that they are engaged in PDS partnerships, involving at least one, and often more than one, school partner.


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This article originally appeared as NSSE Yearbook Vol 110, No. 2.


Cite This Article as: Teachers College Record Volume 113 Number 14, 2011, p. 325-336
http://www.tcrecord.org ID Number: 18395, Date Accessed: 5/26/2017 8:29:51 PM

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About the Author
  • Kenneth Howey
    The Rockefeller Institute of Government
    E-mail Author
    KENNETH HOWEY has had a lengthy career as a scholar and leader in efforts to improve the preparation and retention of teachers, especially for high-need urban schools. He served as the director of the national Urban Network to Improve Teacher Education (UNITE). He has written and edited numerous books on teacher education. He is currently a Senior Fellow at the Nelson A. Rockefeller Institute of Government. His most recent publication is This Is Not Your Grandfather’s Student Teaching: Kenji’s Clinically Driven Teacher Education (National Council for the Accreditation of Teacher Education, 2010).
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