Academic Entrepreneurship and Community Engagement

Academic Entrepreneurship and Community Engagement

Scholarship in Action and the Syracuse Miracle

Edited by Bruce Kingma

This poignant study presents a collection of research on entrepreneurship and community engagement. The context of this book is Syracuse University’s award winning model of Scholarship in Action with its emphasis on sustainable campus–community entrepreneurial partnerships and its resultant ‘Syracuse Miracle’, the transformation that has occurred in the Central New York community thanks to the university’s partnership with the community to drive social, environmental, and economic development.

Chapter 11: ‘Do it Again!’: Students Serving as Catalysts Within a Teacher Education Innovation

Benjamin Dotger

Subjects: business and management, entrepreneurship, public management, politics and public policy, public administration and management, public policy, urban and regional studies, urban studies

Extract

Benjamin Dotger The common mission of teacher education institutions is to prepare transformative teachers to serve in K-12 classrooms. As novice teachers move from relatively safe teacher preparation environments to the active and immediate demands of the daily classroom, they often experience the classic ‘gap’ between teacher preparation and practice (Korthagen and Kessels, 1999; Putnam and Borko, 2000). Practicing classroom teachers often perceive a clear divide between their daily instructional practices and the professional preparation they received through traditional coursework and multiple practical experiences in the field. This chapter examines a pedagogical initiative intended to help bridge the gap between teacher preparation and practice. Specifically, the chapter describes the diffusion of a medical education pedagogy to teacher education, and the catalyst that teacher candidates provided to enhance and extend this pedagogical approach to broader teacher education and school leader education contexts. BACKGROUND Research on family–school–community partnerships continues to indicate the positive impacts that parents/caregivers have on students’ academic and prosocial behaviors (Hoover-Dempsey and Sandler, 1997; Epstein, 2001; Hiatt-Michael, 2001; Keyes, 2004; Witmer, 2005; Pomerantz et al., 2007). Yet teacher preparation institutions frequently do not address the topic of school– family interactions beyond generic reference to the importance of communication and positive relationships (Tichenor, 1988; Shartrand et al., 1997; MacLure and Walker, 2000; McMurray-Schwarz and Baum, 2000; Ferrara and Ferrara, 2005; Epstein and Sanders, 2006). When the topic is addressed, it is often in the form of traditional readings and overly-generic references to the importance of parent–teacher partnerships...

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