[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590569-105":59,"doc-detail-590569-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","lets-go-to-camp-a-model-for-clinical-practice","Let’s Go to Camp - A Model for Clinical Practice","","An alternative venue clinical experience advances advanced literacy specialist candidates and preservice teacher candidates at a small liberal arts university by connecting theoretical teaching-and-learning understandings to a multi-layered field experience. The work details collaborations between the university and a neighboring urban school district, highlighting roles of course instructors, literacy coaches, and preservice candidates. 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Mary Ellen Bardsley, Ph .D .  \nDr . Kathleen McGrath, Ph .D .  \nNiagara University  \nAbstract  \nThis article describes an alternative venue clinical experience that provides advanced literacy specialist candidates and preservice teacher candidates at a small liberal arts university context for advancing their roles and understanding of effective teaching. The article situates our conceptual and pedagogical understandings of teaching and learning in a body of theoretical work, upon which we have relied to craft the clinical experience. This article also describes the multi-layered field experience, and shares lessons learned from the course instructors, literacy coaches, and preservice candidates. Finally, we discuss next steps in our quest to improve clinically rich practice.  \nKeywords: alternative venue clinical experience, literacy coaching, preservice teachers, dispositions  \nAILACTE Journal 95  \nBardsley and McGrath  \nMany challenges face teacher educators as we seek to create clinically rich fieldwork experiences and community partnerships that will prepare new teachers with the knowledge, skills, and dispositions necessary to meet the expectations of teachers in the 21st century. The Council for the Accreditation of Educator Preparation (CAEP) standards require effective clinical partnerships asserting“effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate positive impact on all P–12 students’ learning and development”(Council for the Accreditation of Educator Preparation, 2016, p. 24). Although CAEP focuses on preservice teachers, as university faculty, we are deeply concerned about translating these experiences to include candidates in our professional programs, while at the same time fulfilling real community needs. As such, we seek to craft clinically rich field experiences that fulfill two goals: (a) provide aspiring teachers and teacher-leaders opportunities to develop professional abilities in a real-world setting, while also (b) serving the community.  \nThe goal of this paper is to describe an alternative venue for a clinical fieldwork experience that has provided our advanced literacy specialist candidates and graduate preservice candidates the context for advancing their respective roles and for building their understanding of the knowledge, skills, and dispositions necessary for effective teaching. Concurrently, this venue also addresses the needs of struggling readers in our community. The field experience we describe is born out of the ongoing work of teacher educatorsat a small liberal arts university in the northeastern United States and a collaborative effort between the university and a neighboring urban school district. First, we situate our conceptual and pedagogical understandings of teaching and learning in a body of theoretical work upon which we have relied to craft the field experience. We next describe the multi-layered field experience. Then, we share lessons learned, through the reflections ofthe course instructors, preservice candidates, and literacy coaches. Lastly, we discuss the next steps in our quest to improve clinically rich practice to  \n96 AILACTE Volume XIII Fall 2016  \nLet’s Go to Camp  \nteach the leadership dispositions and technical skills necessary for our advanced literacy candidates and preservice teachers to meet the challenges ofthe 21st century. Although this is an alternative venue experience, we believe this model can be replicated by other programs. We believe this model can be relevant to others charged with training teachers and who are interested in servicing community needs.  \nTheoretical Underpinnings  \nThe principles of constructivism undergird the framework of the fieldwork experience at this small liberal arts university in the northeastern United States. Constructivism has a ","cbCaisfy64mZtX1Y","https://ap.wps.com/l/cbCaisfy64mZtX1Y","pdf",325987,18,"English","# Abstract\n# Many challenges and CAEP standards\n# Goal and rationale for the alternative venue\n# Theoretical Underpinnings\n## Constructivism and social constructivism\n## Reflection-in-action and reflective practice","[{\"question\":\"What problem does the alternative venue clinical experience address?\",\"answer\":\"It aims to create clinically rich fieldwork experiences and community partnerships that build candidates’ knowledge, skills, and professional dispositions for effective teaching, while also addressing needs of struggling readers in the community.\"},{\"question\":\"How does the article connect theory to practice?\",\"answer\":\"It situates conceptual and pedagogical understandings of teaching and learning within a theoretical body, then uses those understandings to craft the multi-layered field experience, including roles for instructors, literacy coaches, and candidates.\"},{\"question\":\"Which theoretical frameworks underpin the fieldwork model?\",\"answer\":\"The framework is rooted in constructivism and social constructivism, emphasizing knowledge co-creation through social interaction, and it draws on reflection-in-action and reflective practice to support professional learning in complex teaching situations.\"}]","Let’s Go to Camp - A Model for Clinical Practice | PDF",1792069898,45]