| Cover | 1 |
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| Series page | 2 |
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| Outcomes of High-Quality Clinical Practice in Teacher Education | 4 |
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| Library of Congress Cataloging-in-Publication Data | 5 |
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| Dedication | 6 |
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| Contents | 8 |
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| Preface | 12 |
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| Acknowledgments | 16 |
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| CHAPTER 1: Defining High Quality Clinical Practice in Teacher Education | 18 |
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| SECTION I: OUTCOME OF NEW ROLES | 32 |
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| CHAPTER 2: Understanding Mentoring Practices in a PDS Partnership | 34 |
| CHAPTER 3: The Site Coordinator Role in a Clinically Rich Teacher Education Program | 56 |
| SECTION II: OUTCOMES OF NEW PRACTICES | 78 |
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| CHAPTER 4: The Role of Preservice Teacher Coaching in Clinically Rich Teacher Education | 80 |
| CHAPTER 5: Creating Spaces for Becoming | 102 |
| CHAPTER 6: Curriculum-Based VAM | 122 |
| SECTION III: OUTCOMES OF NEW COURSEWORK–FIELDWORK INTEGRATION | 144 |
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| CHAPTER 7: “We Need to Be Prepared!” | 146 |
| CHAPTER 8: Fostering a Civic Ethos | 166 |
| CHAPTER 9: Understanding Teacher Candidates’ Perspectives of Learning to Teach During an Innovative Summer Practicum | 188 |
| SECTION IV: OUTCOMES OF NEW PROGRAM CONFIGURATIONS | 212 |
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| CHAPTER 10: Restructuring Teacher Preparation With Culturally Relevant Principles | 214 |
| CHAPTER 11: Perceptions of Preparedness | 236 |
| CHAPTER 12: Looking Across the Chapters | 266 |
| ABOUT THE EDITORS | 280 |
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| ABOUT THE CONTRIBUTORS | 282 |
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