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A New Conceptual Model for Principal Involvement and Professional Collaboration in Teacher Education


by Anita M. Varrati, Mary E. Lavine & Steven L. Turner - 2009


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Cite This Article as: Teachers College Record Volume 111 Number 2, 2009, p. 480-510
https://www.tcrecord.org ID Number: 15222, Date Accessed: 9/20/2020 9:22:19 PM
 
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About the Author
  • Anita M. Varrati
    Kent State University
    E-mail Author
    ANITA M. VARRATI is an assistant professor of educational administration at Kent State University. Her research interests center on the effects of external/internal policy on educational practice, and the characteristics of organizations and leaders who effect change in the areas of curriculum, instruction, and assessment to promote and sustain continual educational improvement. Recent publications include “Is NCATE the Answer to Current Criticism of Educational Leadership Preparation Programs?” in AASA Journal of Scholarship and Practice, with A. Tooms and S. Thomas (2006); and “The ESA: Is It an Effective Link Between Top-Down and Bottom-Up Reform? in Perspectives: A Journal of Research and Opinion About Educational Service Agencies (2005).
  • Mary E. Lavine
    Kent State University
    MARY E. LAVINE is an assistant professor of sport studies and physical education/teacher education at Kent State University. Her research interests center on the socialization of preservice and novice teachers and on mentoring practices for preservice and novice teachers to affect the high attrition rates and to promote and improve continual professional development and lifelong learning. Recent publications include “Development of a Learning Community in Undergraduate Physical Education” in The Physical Educator, with S. Mitchell (2006); and “Physical Activity Patterns of PETE Majors: Do They Walk the Talk?” in The Physical Educator, with C. Ray (2006).
  • Steven L. Turner
    Kent State University
    STEVEN L. TURNER is an assistant professor of middle childhood education at Kent State University. His research interests include the knowledge base on the learning sciences (science of learning) and its influence on how students learn and how teachers teach; methods for preparing teacher candidates to teach effectively in an era of high-stakes-testing; and the retention, support, and professional development of first-year middle and secondary school teachers.
 
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