ABSTRACT
This chapter presents four case studies on institutions that provide additional information on how institutions addressed the teachers for a new era (TNE) design principles and developed their theories of action-in-use. It provide overviews of how each institution addressed the underlying TNE theory of action (TOA). The case studies include Bank Street College of Education, Florida Agriculture and Mechanical University, Stanford University and University of Connecticut. To ensure that practitioner voices were part of project and teacher preparation program (TPP) decision making, University of Wisconsin–Milwaukee (UWM) recruited teachers-in-residence from the Milwaukee Public Schools (MPS). Through their long-standing partnership with MPS, UWM provided multiple collaboratively created and led opportunities for both beginning and veteran teachers to expand their pedagogical content knowledge and classroom skills. In all these activities, project participants drew on multiple sources of evidence. UWM's focus on preparing teachers for urban schools makes their achievements of particular value.
