Research Informing Our Approach

The Alder Graduate School of Education aims to prepare highly effective, diverse teachers through yearlong, intensive clinical preparation focused on educational equity. Theory and practice are interwoven in teaching and learning at Alder, equipping our teacher candidates with the skills and habits of mind for success. Below is a select bibliography of some of the research that informs our approach to teacher education.

Teacher Residency Model

Practice-Based Teacher Education/Clinical Preparation

Diversifying the Teaching Force

Mitigating Teacher Turnover

Sample Resident Texts

A small selection of texts read by Alder residents in their graduate coursework. Click here for complete coursework scope and sequence and course descriptions.

  • Cochran-Smith, M. & Lytle, S.L. (2009). Inquiry as Stance: Practitioner Research for the Next Generation.
  • Delpit, L. D. (2012). “Multiplication is for White People”: Raising Expectations for Other People’s Children.
  • Freire, P. (2000). Pedagogy of the Oppressed, 30th Anniversary Edition.
  • Hammond, Z. (2014). Culturally Responsive Teaching And The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students.
  • Ladson-Billings, G. (2009). The Dreamkeepers: Successful Teachers of African American Children.
  • Lawrence-Lightfoot, S. (2004). The Essential Conversation: What Parents and Teachers Can Learn from Each Other
  • Lucas, T., Villegas, A.M. & Freedson-Gonzalez (2008). “Linguistically Responsive Teacher Education: Preparing Classroom Teachers to Teach English Language Learners.”
  • Moje, E. B. (2007). “Developing socially-just subject matter instruction: A review of the literature on disciplinary literacy teaching.”
  • Zeichner, K. (2014). Reflective Teaching: An Introduction, 2nd Edition.