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Clinically Based Teacher Education in Action: Cases from Professional Development Schools


reviewed by Stephanie Brown & Christian Winterbottom - August 24, 2020

coverTitle: Clinically Based Teacher Education in Action: Cases from Professional Development Schools
Author(s): Eva Garin & Rebecca W. Burns
Publisher: Information Age Publishing, Charlotte
ISBN: 164802002X, Pages: 315, Year: 2020
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Cite This Article as: Teachers College Record, Date Published: August 24, 2020
https://www.tcrecord.org ID Number: 23420, Date Accessed: 10/29/2020 4:31:48 AM

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About the Author
  • Stephanie Brown
    York College of Pennsylvania
    E-mail Author
    STEPHANIE BROWN, Ph.D., is an assistant professor in the Department of Education at York College of Pennsylvania and a former Florida elementary teacher of nine years. She works with preservice teachers and teaches classes centered on: assessment, English Language learners, effective communication, and partnerships in education. Her research builds on these course topics and on work she started in her previous role with the National Center for Research in Policy and Practice (NCRPP), exploring different types of research-practice partnerships. Recent publications include the book Steps to schoolwide success: Systemic practices for connecting social-emotional and academic learning (2020) co-authored with Stacey A. Rutledge, Marisa Cannata, and Daniel G. Traeger. Other recent publications appear in the Peabody Journal of Education and Teachers College Record.
  • Christian Winterbottom
    University of North Florida
    E-mail Author
    CHRISTIAN WINTERBOTTOM, Ph.D., is an associate professor of Early Childhood Education in the Teaching, Learning, and Curriculum Department at the University of North Florida (UNF). He is also the Director of Research and Professional Development at the UNF Preschool, and the Chair of the Service-Learning and Experiential Education at AERA. He has published over 30 articles, book chapters, and books, and presented across multiple continents. His research is primarily focused on working with marginalized populations, and on reconceptualizing early childhood pedagogy through service-learning methodologies with pre-service teachers.
 
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