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Literature

  • Ariav, T. & Smith, K. (2006). Creating partnerships between teacher education institutions and the field: An international view with the emphasis on the Professional Development School (PDS) model for professional development. In M. Silberstein, M. Ben-Peretz, & N. Greenfeld. (Eds): New Trends in Teacher Education- Partnerships between Colleges and schools- The Israeli story. (pp. 21-67). Tel Aviv, Israel: Mofet Institute.
  • Gerholz, K.-H. (2018). Universitätsschulen als (ein) Kooperationsmodell wirksamer Lehrerbildung. Wirtschaft & Erziehung, 2/2018, 45-50. 
  • Gerholz, K.-H. & Wilbers, K. (2018). Mehr als Transfer: Universitätsschulen als Kooperationsraum zur Verbindung von Wissenschaft und schulischer Praxis. berufsbildung, Zeitschrift für Praxis und Theorie in Betrieb und Schule, H. 170/2018, 6-9.
  • Gerholz, K.-H. & Wilbers, K. (2019). Universitätsschulen als modernes Kooperationsformat zwischen Schule und Universität. SchulVerwaltung Bayern, 42. Jg./9, 255-260.
  • Gerholz, K.-H. & Wilbers, K. (2019). Universitätsschulen als modernes Kooperationsformat zwischen Schule und Universität. SchulVerwaltung Bayern, 42. Jg./9, 255-260.
  • Gerholz, K.-H., Ciolek, S. & Schlottmann, P. (2020).Linking theory and practice through University
    Schools – An empirical study of effective learning design patterns. Journal of Higher Education
    Development, Vol. 15/2 (PR)
  • Kalsperger, M. & Wilbers, K. (2011). Szenarien für »M-Learning« in der beruflichen Bildung. In M. Amberg & M. Lang (Hrsg.), Innovation durch Smartphone & Co. Die neuen Geschäftspotenziale mobiler Endgeräte (S. 287–303). Düsseldorf: Symposion Publishing.
  • Lejonberg, E., Elstad, Sandvik, L. V., E., Solhaug, T. Christophersen, K.-A. (2018). Mentors of Preservice Teachers: The Relationships between Mentoring Approach, Self-efficacy and Effort, International Journal of Mentoring and Coaching in Education, Vol. 7 Issue: 3, pp.261-279.
  • Lejonberg, E., Elstad, Sandvik, L. V., E., Solhaug, T. Christophersen, K.-A. (2018) Developmental relationships in schools: pre-service teachers’ perceptions of mentors’ effort, self-development orientation, and use of theory, Mentoring & Tutoring: Partnership in Learning, 26:5, 524-541.
  • Oolbekkink, H., Hadar, L., Smith, K., Helleve, I., & Ulvik, M. (2017). Teachers’ Perceived Space and their Agency. Teaching and Teacher Education, 62, 37-47.
  • Sandvik, L. V., Solhaug, T., Lejonberg, E., Elstad, E., Christophersen, K.-A. (2019). Mentor’s percieved integration into teacher education programmes. Professional Development in Education. Accepted.
  • Sandvik, L. V., Solhaug, T., Lejonberg, E., Elstad, E., Christophersen, K.-A. (2019). Predictions of school mentors’ effort in teacher education programmes. European Journal of Teacher Education. Accepted.
  • Smith, K. (2010). Assessing the Practicum in teacher education – Do we want candidates and mentors to agree? Studies In Educational Evaluation, 36, 36-41.
  • Smith, K. (2012). Formative assessment of teacher learning: issues about quality, design characteristics and impact on teacher learning. Teachers and Teaching: theory and practice, 19(2), 228-234. 
  • Smith, K. (2015). Mentoring- a profession within a profession in (H. Tillema, G. vanWesthuisen, & K. Smith (eds.) Mentoring for Learning - Climbing the mountain. Sense publishers.
  • Smith, K. (2016). Partnerships in Teacher Education - Going beyond the Rhetoric with a Special Reference to the Norwegian Context. Centre for Educational Policy Journal, 6 (3), 17-36.
  • Smith, K. & TIllema, H. (2006). Portfolios for professional development- A research journey. New York: Nova Science Publishers, Inc.
  • Smith, K. & Ulvik, M. (2014). Learning to teach in Norway- A shared responsibility. In McNamara, J. Murray and M. Jones (Eds.) Teacher learning in the workplace: widening perspectives on practice and policy. (pp. 261-276). New York: Springer.
  • Smith, K. & Ulvik, M. (2015). An Emerging Understanding of Mentors’ Knowledge Base. in (H. Tillema, G. van Westhuisen, & K. Smith (eds.) Mentoring for Learning  - Climbing the mountain. Sense publishers.
  • Tillema, H., Smith, K. & Leshem, S. (2011). Dual roles- conflicting purposes: A comparative study on perceptions on assessment in mentoring relations during practicum, European Journal of Teacher Education, 34(2), 139–159.
  • Tillema, H., vanWesthuisen, G. & Smith K, (Eds.) (2015). Mentoring for Learning - Climbing the mountain. Sense publishers
  • Ulvik, M., Helleve, I. & Smith, K. (2018): What and how student teachers learn during their practicum as a foundation for further professional development, Professional Development in Education, 44:5, 638-649. 
  • Ulvik, M. & Smith, K. (2011). What characterises a good practicum in teacher education?  Education Inquiry, 2(3), 515-534.
  •  Ulvik, M. & Smith, K. (2019). Teaching about Teaching- Teacher Educators’ and Student Teachers’ Perspectives from Norway. In J. Murray, A. Swennen, & C. Kosnik (Eds.) International Research, Policy and Practice in Teacher Education, Switzerland: Springer (123-137).
  • Wilbers, K. & Gerholz, K.-H. (2018). Mehr als Transfer: Universitätsschulen als Kooperationsraum zur Verbindung von Wissenschaft und schulischer Praxis. berufsbildung, Zeitschrift für Praxis und Theorie in Betrieb und Schule, 9–12.
  • Wilbers, K. & Lehner, W. (2016). Die Gestaltung der Universitätsschule in Nürnberg. In P. Bodensteiner & H. Käfler (Hrsg.), 5 Jahre Universitätsschule. Bilanz und Perspektiven (S. 17–29). München: Hanns-Seidel-Stiftung.
  • Wilbers, K. (2018). Wirtschaftsunterricht gestalten (3. Aufl.). Berlin: Epubli.

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