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Author: Kelly Ann Kolodny Publisher: IAP ISBN: 1623966906 Category : Education Languages : en Pages : 231
Book Description
Normalites: The First Professionally Prepared Teachers in the United States is a new original work which explores the experiences of three women, Lydia Stow, Mary Swift and Louisa Harris, who were pioneers in the movement in teacher education as members of the first class of the nation's first state normal school established in Lexington, Massachusetts in 1839. The book is biographical, offering new insights derived from exceptional research into the development of the normal school movement from the perspectives of the students. While studies have provided analysis of the movement as a whole, as well as some of the leaders of the initiative, such as Horace Mann and Henry Barnard, there is a lack of rich, published information about the first groups of students. Understanding their accounts and experiences, however, provides a critical foreground to comprehending not only the complexity of the nineteenth century normal school movement but, more broadly, educational reform during this period. Arranged chronologically and in four parts, this book explores the experiences of Lydia Stow, Mary Swift and Louisa Harris during their normal school studies, their entrance into the world and commencement of their careers, the transitions in their personal and professional lives, and the building of their life work. Throughout these periods, their formal educational experiences, as well as broader moments of transformation, are considered and how life paths were shaped. This book will be of interest to undergraduate and graduate students and faculty connected to teacher preparation programs. More than 100,000 students are currently awarded baccalaureate degrees each year in Education. Over 80,000 of these students are women. Their experiences are rooted in the pioneering efforts of Lydia Stow, Mary Swift, and Louisa Harris at our nation's first state normal school. It is a particularly fitting time to share their experiences as the 175th anniversary of the start of formal, state sponsored teacher education, the normal school movement, will be celebrated in 2014.
Author: Kelly Ann Kolodny Publisher: IAP ISBN: 1623966906 Category : Education Languages : en Pages : 231
Book Description
Normalites: The First Professionally Prepared Teachers in the United States is a new original work which explores the experiences of three women, Lydia Stow, Mary Swift and Louisa Harris, who were pioneers in the movement in teacher education as members of the first class of the nation's first state normal school established in Lexington, Massachusetts in 1839. The book is biographical, offering new insights derived from exceptional research into the development of the normal school movement from the perspectives of the students. While studies have provided analysis of the movement as a whole, as well as some of the leaders of the initiative, such as Horace Mann and Henry Barnard, there is a lack of rich, published information about the first groups of students. Understanding their accounts and experiences, however, provides a critical foreground to comprehending not only the complexity of the nineteenth century normal school movement but, more broadly, educational reform during this period. Arranged chronologically and in four parts, this book explores the experiences of Lydia Stow, Mary Swift and Louisa Harris during their normal school studies, their entrance into the world and commencement of their careers, the transitions in their personal and professional lives, and the building of their life work. Throughout these periods, their formal educational experiences, as well as broader moments of transformation, are considered and how life paths were shaped. This book will be of interest to undergraduate and graduate students and faculty connected to teacher preparation programs. More than 100,000 students are currently awarded baccalaureate degrees each year in Education. Over 80,000 of these students are women. Their experiences are rooted in the pioneering efforts of Lydia Stow, Mary Swift, and Louisa Harris at our nation's first state normal school. It is a particularly fitting time to share their experiences as the 175th anniversary of the start of formal, state sponsored teacher education, the normal school movement, will be celebrated in 2014.
Author: C. Ogren Publisher: Springer ISBN: 1403979103 Category : Education Languages : en Pages : 310
Book Description
The American State Normal School is the first comprehensive history of the state normal schools in the United States. Although nearly two-hundred state colleges and regional universities throughout the U.S. began as 'normal' schools, the institutions themselves have buried their history, and scholars have largely overlooked them. As these institutions later became state colleges and/or regional universities, they distanced themselves from the low status of elementary-literally erasing physical evidence of their normal-school past. In doing so, they buried the rich history of generations of students for whom attending normal school was an enriching, and sometimes life-changing experience. Focusing on these students, the first wave of 'non-traditional' students in higher education, The American State Normal School is a much-needed re-examination of the state normal school.This book was subject of an annual History of Education Society panel for best new books in the field.
Author: Teacher Education and Practice Publisher: Rowman & Littlefield ISBN: 1475837518 Category : Education Languages : en Pages : 217
Book Description
Editorial: Critical Praxis as Socialization of Teachers: Paulo Freire’s Conscientização Patrick M. Jenlink “Dear Diary”: A Qualitative Examination of the Phases of First-Year Teaching Mary Anne Duggan, David Lee Carlson, Michelle E. Jordan, Larissa Gaias, Tashia Abry, and Kristen Granger Recentering Job-Embedded Graduate Education for Practicing Teachers Elizabeth Bondy, Darbianne Shannon, Magdalena Castañeda, and Raquel Munarriz-Diaz Communities That Engage Multidisciplinary Faculty with Service-Learning Vera L Stenhouse, Caitlin M. Dooley, Rachel Gurvitch, Joseph R. Feinberg, Lydia C. Mays, Janet Z. Burns, and Olga S. Jarrett Starting at the Beginning: An Intuitive Choice for Classroom Management Justin D. Garwood, Alene H. Harris, and Jonathan K. Tomick Preservice Teachers’ Perceptions of Working with Learners Who Struggle Heidi Legg Burross, Amy M. Olson, and Elizabeth Pope Teacher Mentoring for Effective Teacher Training and Development: The Case of a Developing Country, Kenya Moses K. Ochanji, Nicholas W. Twoli, Adelheid M. Bwire, and John N. Maundu Preparing Teachers for Data-Based Decision Making and Response to Intervention Team Collaboration Barbara Meyers, Emily Graybill, and Kathryn Grogg Effects of the Three-Block Model of Universal Design for Learning on Teachers’ Behaviors, Efficacy, and Concerns About Inclusive Teaching Laura Sokal and Jennifer Katz Perceptions of Teaching Practicums from Thai Students in 4-Year and 5-Year Teacher Education Programs Samuel J. Grubbs The Rise of Urban Alternative Teacher Certification Scott Hohnstein Book Review: Normalites: The First Professionally Prepared Teachers in the United States by Kelly Ann Kolodny Lisa Gilbert Call for Book Reviews Upcoming Issues and Call for Reviewers
Author: Kelly Ann Kolodny
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Author: C. Ogren
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Author: Teacher Education and Practice
Author: Michigan. Department of Public Instruction