UID:
edoccha_9961535644002883
Format:
1 online resource (149 pages)
Edition:
First edition.
ISBN:
9783031567681
Note:
Intro -- Acknowledgments -- Contents -- List of Figures -- List of Tables -- Chapter 1: Design for Change: Goals and Assumptions -- 1.1 Background -- 1.2 Our Goal -- 1.3 The Challenge of Getting to the Starting Line -- 1.4 Design for Change Assumptions -- 1.5 The Chapters -- 1.5.1 Conceptualizing What We Should Expect of Graduating Teachers -- 1.5.2 Practical Theory in Design for Change -- 1.5.3 The Design for Change Model-Teams and Process (DfC-TaP) -- 1.5.4 The Design for Change Model-Programs and Courses (DfC-PaC) -- 1.5.5 Evidence for Design for Change-Teams and Process (DfC-TaP) -- 1.5.6 Evidence for Design for Change-Programs and Courses (DfC-PaC) -- 1.5.7 The Role of Technology -- 1.5.8 Takeaways and Conclusions -- References -- Chapter 2: Conceptualizing What We Should Expect of Teacher Preparation -- 2.1 The Context -- 2.2 The Rationale for Classroom-Ready Practice -- 2.3 The Research-to-Practice Gap and Lethal Mutation -- 2.4 Teaching Standards: Framing the Requirements of Teacher Preparation Programs -- 2.5 Standards as a Driver for Program Design and Benchmarking -- 2.6 The Efficacy of Standards -- 2.7 The Case for Schema -- 2.8 Organizational Schema -- 2.9 Schema and Communities of Practice -- References -- Chapter 3: Practical Theory in Design for Change -- 3.1 Complexity and Self-Organization -- 3.1.1 Theoretical Background -- 3.2 Complexity as a Metaphor -- 3.3 Theoretical Principles of Self-Organization -- 3.3.1 Simple Rules -- 3.3.2 Embedded Design -- 3.3.3 Emergent Feedback -- 3.3.4 Dispersed Control -- 3.3.5 Similarity at Scale -- 3.3.6 Common Schema -- 3.4 Complexity and Education -- 3.5 Self-Organization in Education Settings -- 3.6 Implications for Teacher Education -- References -- Chapter 4: The Design for Change Model-Teams and Process (DfC-TaP) -- 4.1 DfC-TaP Rationale and Description -- 4.2 Adopting a Theory.
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4.3 Building Team Commitments (Simple Rules) -- 4.4 Embedding Commitments in the Work Process (Embedded Design) -- 4.5 A Shared Design Metaphor (Similarity at Scale) -- 4.6 Building Capacity (Dispersed Control) -- 4.7 Working Together (Emergent Feedback) -- 4.8 Schema -- 4.9 Pattern Language -- 4.10 Professional Control -- References -- Chapter 5: The Design for Change Model - Programs and Courses (DfC-PaC) -- 5.1 Program Mapping: Using Team Commitments to Instantiate the Program Schema -- 5.2 Graduation Products: Translating Mapping into Assessment Products Design -- 5.3 Graduation Products as a Driver for Program Design -- 5.4 Shared Design Metaphor: Self-Similarity and Dispersed Control in Course Design -- 5.5 The Shared Design Metaphor in Action -- 5.5.1 Modeling Evidence-Based Practice -- 5.6 Reflecting on the Design Examples -- 5.7 Shared Agency with Emergent Feedback -- 5.8 Instantiating the Schema with Tools -- References -- Chapter 6: Evidence for Design for Change: Teams and Process (DfC-TaP) -- 6.1 Baseline Conditions -- 6.1.1 Getting Involved -- 6.2 Adopting a Theory and Schema Development -- 6.2.1 Schema Knowledge -- 6.3 Collaborative Process -- 6.4 Shared Course Design Metaphor -- 6.5 Feedback -- 6.6 Bridging the Theory-to-Practice Gap -- 6.7 The Student Experience -- References -- Chapter 7: Evidence for Design for Change: Programs and Courses (DfC-PaC) -- 7.1 Knowledge of Practice -- 7.2 Schema Development -- 7.3 Pattern Language -- 7.4 Self-Efficacy -- 7.5 Lesson Design and Teaching Practice -- 7.6 Research-to-Practice -- References -- Chapter 8: The Role of Technology -- 8.1 The Role of CourseSpace -- 8.2 Building a Baseline: Commitments and Simple Rules -- 8.3 Standards Mapping: Framing the Schema -- 8.4 Embedded Design: Graduation Products -- 8.5 Building Assessment Tasks: Dispersing Control.
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8.6 Course Design: Similarity at Scale -- 8.7 Sharing Feedback: Making Feedback Emergent -- 8.8 CourseSpace as Schema -- References -- Chapter 9: Takeaways and Conclusions -- 9.1 Takeaways -- 9.1.1 The Challenging State of Teacher Education Research -- 9.1.2 The Limits of Accreditation -- 9.1.3 Joining Dots -- 9.1.4 More and More -- 9.1.5 The Masking Effect of Supply Issues -- 9.1.6 Good Design as a Virus -- 9.1.7 Technology Has Agency -- 9.1.8 The Importance of Collaboration -- 9.1.9 The Wicked Problem of Professional Experience -- 9.1.10 Professional Control and Attrition -- 9.1.11 The Quality Challenge -- References.
Additional Edition:
Print version: Bain, Alan Design for Change: Designing Evidence-Based Teacher Preparation Programs Cham : Springer International Publishing AG,c2024 ISBN 9783031567674
Language:
English
