Table Of Content

KIRKPATRICK, CHERYL L., see Watson, D. WHITCOMB, JENNIE, DANIEL LISTON, and HILDA LANKFORD, HAMILTON, see Boyd, D. J. BORKO, “Living in the Tension—Living With the LASLEY II, THOMAS J., DARYL SIEDENTOP, and Heat” [Editorial], 447. ROBERT YINGER, “A Systemic Approach to Enhancing WHITCOMB, JENNIE, see Liston, D Teacher Quality: The Ohio Model,” 13. WHITCOMB, JENNIFER A., see Borko, H. LESNICK, ALICE, “Review of Because Writing Matters” WILEY, CAROLINE R. H., see Good, T. L. [Book Review], 81. WILLIAMS, JAMES, see Twombly, S. B. LISTON, DANIEL, JENNIE WHITCOMB, and HILDA WILSON, SUZANNE M., “Finding a Canon and Core: BORKO, “Too Little or Too Much: Teacher Preparation Meditations on the Preparation of Teacher Educator- and the First Years of Teaching” [Editorial], 351. Researchers,” 315. LISTON, DANIEL, see Borko, H. WINEBURG, MONA S., “Evidence in Teacher Preparation: LISTON, DANIEL, see Whitcomb, J. Establishing a Framework for Accountability,” 51. LOEB, SUSANNA, see Boyd, D. J. WOLF-WENDEL, LISA, see Twombly, S. B. MALANCHARUVIL-BERKES, ELIZABETH, see Tate, W. F. WYCKOFF, JIM, see Boyd, D. J. MARCUS, SHELDON, “Pushing the Envelope: Critical YINGER, ROBERT, see Lasley II, T. J. Issues in Education” [Book Review], 512. ZEICHNER, KEN, “Reflections of a University-Based MCCASLIN, MARY, see Good, T. L. Teacher Educator on the Future of College- and MICHELLI, NICHOLAS M., see Boyd, D. J. University-Based Teacher Education,” 326. MIRAMONTES, OFELIA B., see Commins, N. L. ZHANG, JIZHI, see Good, T. L. MIREL, JEFFREY, see Bain, R. Articles NOELL, GEORGE H., and JEANNE L. BURNS, “Value- Added Assessment of Teacher Preparation: An “Addressing Linguistic Diversity From the Outset,” Illustration of Emerging Technology,” 37. Commins and Miramontes, 240. OLSEN, BRAD, see Anderson, L. “Assessing Teacher Education: The Usefulness of OTERO, VALERIE K., “Moving Beyond the “Get It or Multiple Measures for Assessing Program Outcomes,” Don’t” Conception of Formative Assessment,” 247. Darling-Hammond, 120. PARDO, LAURA S., “The Role of Context in Learning “Beginning Teachers and the Emotional Drama of the To Teach Writing: What Teacher Educators Need To Classroom,” Intrator, 232 Know To Support Beginning Urban Teachers,” 378. “The Buffalo Upon the Chimneypiece: The Value of PECHEONE, RAYMOND L., and RUTH R. CHUNG, Evidence,” Fallon, 139. “Evidence in Teacher Education: The Performance “Complex by Design: Investigating Pathways Into Assessment for California Teachers (PACT),” 22. Teaching in New York City Schools,” Boyd et al., 155. SCHALOCK, H. DEL, MARK D. SCHALOCK, and “A Candid Talk to Teacher Educators About Effectively ROBERT AYRES, “Scaling Up Research in Teacher Preparing Teachers Who Can Teach Everyone’s Education: New Demands on Theory, Measurement, Children,” Grant and Gillette, 292. and Design,” 102. “A Contract for Excellence in Scientific Education: May | SCHALOCK, MARK D., see Schalock, H. D. Have Your Signature Please?” Tate and Malancharuvil- SEGALL, AVNER, “After (Teacher) Education: Review of Berkes, 278. After-Education: Anna Freud, Melanie Klein, and Psycho- “Constructing 21st-Century Teacher Education,” Darling- analytic Histories of Learning” [Book Review], 181. Hammond, 300. SIEDENTOP, DARYL, see Lasley II, T. J. “Do Professional Development Schools (PDSs) Make a SOUDER, KATHLEEN O’HANLAN, see Castle, S. Difference? A Comparative Study of PDS and Non- STOTSKY, SANDRA, “Who Should Be Accountable for PDS Teacher Candidates,” Castle et al., 65. What Beginning Teachers Need to Know?” 256. “Effective Teach/Ei ffnecgtiv e Urban Teaching: Grappling SZCZESIUL, STACY AGEE, see Watson, D. With Definitions, Grappling With Difference,” Watson TATE, WILLIAM F,, and ELIZABETH MALANCHARUVIL- et al., 395. BERKES, “A Contract for Excellence in Scientific Educa- “Evidence in Teacher Education: The Performance tion: May I Have Your Signature Please?” 278. Assessment for California Teachers (PACT),” Pecheone TSANG, HENRY Y., see Good, T. L. and Chung, 22. TWOMBLY, SUSAN B., LISA WOLF-WENDEL, JAMES “Evidence in Teacher Preparation: Establishing a WILLIAMS, and PAMELA GREEN, “Searching for the Framework for Accountability,” Wineburg, 51. Next Generation of Teacher Educators: Assessing the “Exploring the Efficacy of the Cook School District Success of Academic Searches,” 498. Simulation,” Girod and Girod, 481. WATSON, DYAN, MEGIN CHARNER-LAIRD, CHERYL “Finding a Canon and Core: Meditations on the Preparation L. KIRKPATRICK, STACY AGEE SZCZESIUL, and of Teacher Educator-Researchers,” Wilson, 315. PAMELA J. GORDON, “Effective Teaching /Effective “The Hope and Practice of Teaching,” Ayers, 269. Urban Teaching: Grappling With Definitions, Grappling “How Well Do 1st-Year Teachers Teach: Does Type of With Difference,” 395. Preparation Make a Difference?” Good et al., 410. Journal of Teacher Education, Vol. 57, No. 5, November/December 2006 “Investigating Early Career Urban Teachers’ Perspectives “Value-Added Assessment of Teacher Preparation: An on and Experiences in Professional Development,” Illustration of Emerging Technology,” Noell and Anderson and Olsen, 359. Burns, 37. “Knowledge and Vision in Teaching,” Kennedy, 205. “What Do Beginning Teachers Need To Know? An “Lessons From Teachers,” Delpit, 220. Essay,” Imig and Imig, 286. “The Lost Boys (and Girls): Readers in Neverland,” “Who Should Be Accountable for What Beginning Gebhard, 454. Teachers Need to Know?” Stotsky, 256. “Moving Beyond the “Get It or Don’t” Conception of Book Reviews Formative Assessment,” Otero, 247. “Reflections of a University-Based Teacher Educator on “After (Teacher) Education: Review of After-Education: the Future of College- and University-Based Teacher Anna Freud, Melanie Klein, and Psychoanalytic Histories Education,” Zeichner, 326. of Learning,” Segall, 181. “The Role of Context in Learning To Teach Writing: What “Choosing Teaching (Again and Again and Again) ” , Teacher Educators Need To Know To Support Beginning Hammerness, 431. Urban Teachers,” Pardo, 378. “Pushing the Envelope: Critical Issues in Education,” “Scaling Up Research in Teacher Education: New Marcus, 512. Demands on Theory, Measurement, and Design,” “Review of Because Writing Matters,” Lesnick, 81. Schalock et al., 102. Editorials “Searching for the Next Generation of Teacher Educators: Assessing the Success of Academic Searches,” “A Conversation of Many Voices: Critiques and Visions of Twombly et al., 498. Teacher Education,” Borko et al., 199. “Setting Up Camp at the Great Instructional Divide: “Living in the Tension—Living With the Heat,” Educating Beginning History Teachers,” Bair and Whitcomb et al., 447. Mirel, 212. “Taking Stock in 2006: Evidence, Evidence Everywhere” “A Systemic Approach to Enhancing Teacher Quality: The [Editorial], Cochran-Smith, 6. Ohio Model,” Lasley II et al., 13. “Too Little or Too Much: Teacher Preparation and the “The Teacher Effectiveness Movement: How 80 Years of First Years of Teaching,” Liston et al., 351. Essentialist Control Have Shaped the Teacher Introductions Education Profession,” Imig and Imig, 167. “Teaching African American English Forms to Standard “Introduction to the Double Issue: Evidence, Efficacy, and American English-Speaking Teachers: Effects on Effectiveness,” Cochran-Smith, 3. Acquisition, Attitudes, and Responses to Student “Thirty Editorials Later: Signing Off as Editor,” Cochran- Use,” Fogel and Ehri, 464. Smith, 95. Journal of Teacher Education, Vol. 57, No. 5, November/December 2006