Clinical partnerships in urban elementary school settings : : an honest celebration of the messy realities in the preparation of teachers / / edited by Mikkaka Overstreet and Lori Norton-Meier.

• Superior document: Advances in Teaching and Teacher Education; 4
• TeilnehmendeR: Overstreet, Mikkaka,; Norton-Meier, Lori,
• Place / Publishing House: Leiden, The Netherlands ;, Boston : : Brill Sense,, [2020]; ©2020
• Year of Publication: 2020
• Language: English
• Series: Advances in Teaching and Teacher Education; 4.
• Physical Description: 1 online resource.
• Other title: Front Matter --; Copyright page --; Dedication --; Acknowledgements --; Figures and Tables --; Notes on Contributors --; Introduction /; From Professional Development Schools to P-20 Clinical Teacher Preparation Partnerships /; Mentoring and Third Space in the Academy /; Navigating Synergic Boundaries /; Bridging the Theme: Relationships Matter /; Ball Pythons, Bartering and Building Community /; Bridging the Theme: Stories Matter /; From Saviors to Safety Nets /; Bridging the Theme: Identity Matters /; Approaching Educational Equity with White Preservice Teachers through an Intersectional Understanding of Self /; Bridging the Theme: Reflective Action Matters /; Positioning Students as Writers /; Bridging the Theme: Inquiry Matters /; Perspectives from a First-Year Teacher /; Bridging the Theme: Argument Matters /; Conclusion /
• ISBN: 9004424784
• Hierarchical level: Monograph
• Statement of Responsibility: edited by Mikkaka Overstreet and Lori Norton-Meier.

In Clinical Partnerships in Urban Elementary School Settings, early career scholars describe their work in a clinical partnership model in one large urban district partnering with teachers, children, families, and administrators making a commitment to not only educate children but also the development of elementary teachers. Topics include community-university relationships, deconstructing privilege and oppression, responsive collaboration, professional identity, and the ways teacher candidates position young children. The chapter authors are early career scholars who have participated in "community-engaged scholarship" at a Research-Extensive institution of higher education. They seek to illuminate the importance of this scholarship in order to grow the academic repertoires of emerging scholars in their ideologically becoming as well as connect and elevate the ways in which community engagement is valued and disseminated in publishing. Readers of this text will: (1) read stories of teacher educators working through the "messy reality" of engaging in clinical teaching work; (2) gain insight to the complexity of the relationships with community, university, and schools and the individuals who seek to establish and/or nurture equitable learning environments for students; and (3) understand the power of qualitative research as a tool for telling stories about this messy work as well as discuss the necessity in valuing such efforts among higher education. Contributors are: Tammy R. Davis, Tim Foster, Lateefah Id-Deen, Ann Larson, Bianca Nightengale-Lee, Shannon Putman, Gabrielle Read-Jasnoff, Amy Shearer Lingo, Anetria Swanson, and Emily Zuccaro.