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Renewed Accountability for Access and Excellence


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<span><span>Renewed Accountability for Access and Excellence </span><span>advances discussion of a conceptualized model for cultivating democratic professional practice in education (DPPE) and considers its relationship with contemporary teaching and leading praxes. A diverse and highly qualified group of scholars and practitioners have contributed chapters relating to innovative programs, co-constructed partnerships, empirical and teaching case studies, and examples of practical applications of theory for advancing teaching and leading. This single volume, a collection of works arranged into a conceptualized model with application for practice, is recommended as a resource for research libraries, a textbook in programs of teacher and educational leadership preparation, and a wellspring of knowledge and ideas for professional growth and innovation for P-12 teachers and school leaders. </span></span>
<span><span>Renewed Accountability for Access and Excellence</span><span> provides a forum for contributing scholars and practitioners to advance the discussion of Tenuto’s (2014) democratic professional practice in education (DPPE) by sharing additional insights, perspectives, and implications for both policy and practice. </span><span>Consistent with the model itself, this collective work is intended to encourage meaningful conversations and critical thinking about inclusionary practices, equitable access, excellence, and renewed accountability for teaching and leading.</span></span>
<span><span>Introduction:</span><span> Applying a Model for Democratic Professional Practice in Education (DPPE), </span><span>Penny L. Tenuto</span></span>
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<span><span>PART ONE:</span><span> Sharing Purpose, Data, and Expertise: Co-constructing Partnerships for Access and Excellence </span></span>
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<span><span>Chapter 1.</span><span> Leading, but Not in Charge: Leadership within Non-Hierarchical Spaces, </span><span>Catherine Bornhorst and Viola Florez</span></span>
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<span><span>Chapter 2.</span><span> Developing Democratic Clinical Preparation Collaboratives: Working With and Within P-12 School / University Partnerships, </span><span>Cheryl A. Franklin Torrez</span></span>
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<span><span>Chapter 3.</span><span> A Model of Equity and Excellence in Teacher Education: Lessons from a Program of Students of Color in a PWI, </span><span>Shirley Mthethwa-Sommers</span></span>
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<span><span>Chapter 4.</span><span> Transforming Middle Level Teacher Candidates with the TEAM Model to Establish Democratic Professional Practice in Education, </span><span>Nancy P. Gallavan and Marilyn A. Friga</span></span>
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<span><span>Chapter 5. </span><span>Effects of a Global Teacher Internship Program on American Pre-Service Science Teachers, </span><span>Jiyoon Yoon and Leisa Martin</span></span>
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<span><span>Chapter 6.</span><span> Preparing for Teaching in a Democratic Society: Unpacking Key Components of a Political Science/Teacher Education Block, </span><span>Dennis E. Potthoff, Diane L. Duffin, and Jane Ziebarth-Bovill</span></span>
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<span><span>Chapter 7.</span><span> Sharing Responsibility for Democratic Governance: Preparing the Next Generation of Teacher-Leaders, </span><span>Diane L. Duffin, Jane Ziebarth-Bovill, Rochelle Hunt Krueger, and Dennis E. Potthoff<br></span><span>Chapter 8. </span><span>Agenda for Education in a Democracy: Lesson Plan Template for Social Justice, </span><span>Karen A. Rowe and Elizabeth A. Urban</span></span>
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<span><span>PART TWO:</span><span> Sharing Leadership and Responsibility for Renewed Accountability</span></span>
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<span><span>Chapter 9.</span><span> Teacher Leadership in Collaborative Teams: The Importance of Process, </span><span>Scott C. Bauer, Michelle Van Lare, S. David Brazer, and Robert Smith</span></span>
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<span><span>Chapter 10.</span><span> Democratic Professional Practice for Technology Integration, </span><span>Katheryn E. Shannon and Jean L. Cate</span></span>
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<span><span>Chapter 11.</span><span> Postsecondary Education Discourse at a Remote Rural High School, </span><span>Tamara Newport Love</span></span>
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<span><span>Chapter 12.</span><span> Democratic Professional Practice in Education in USA and Brazil, </span><span>Elizabeth T. Murakami, Cynthia Paes de Carvalho, and Ana Cristina Prado de Oliveira</span></span>
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<span><span>Chapter 13. </span><span>Improving Student Achievement through Culturally Engaging Schools, </span><span>Susan E. McLaughlin-Jones</span></span>
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<span><span>Chapter 14.</span><span> Overcoming Teacher Isolation through a Teacher-Led Project of FRANC, </span><span>Susan E. McLaughlin-Jones</span></span>
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<span><span>Chapter 15.</span><span> Leading for Student Belongingness in P-12 Schools: A Teaching Case for School Administrators and Teacher Leaders, </span><span>Mary E. Gardiner, Penny L. Tenuto, and Julie K. Yamamoto</span></span>
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<span><span>Chapter 16.</span><span> DPPE and the Scholar-Practitioner: Accountability through Care, Collaboration, Criticality, and Commitment, </span><span>Charles L. Lowery, Chetanath Gautam, Anthony Walker, and Chance Mays</span></span>
<span><span>Penny L. Tenuto</span><span> is assistant professor in educational leadership in the Department of Leadership and Counseling at the University of Idaho.</span></span>

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