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Author: Office of Postsecondary Education (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 8
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Book Description
Title II of the "Higher Education Act of 1965" ("HEA"), as amended in 2008 by the "Higher Education Opportunity Act," requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher credentialing, kindergarten through 12th grade. "Title II News You Can Use" is a series of issue briefs on key data collected through the Title II "HEA" data collection. This issue brief provides information on the characteristics and changing trends of enrollment in teacher preparation programs. Highlighted findings include: (1) Teachers are primarily prepared in traditional programs; (2) The demographic makeup of teaching candidates does not match that of K-12 students; (3) New York leads the nation in enrolling the most teaching candidates; and (4) Across the nation, enrollment in teacher preparation programs is on the decline.
Author: Office of Postsecondary Education (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 8
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Book Description
Title II of the "Higher Education Act of 1965" ("HEA"), as amended in 2008 by the "Higher Education Opportunity Act," requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher credentialing, kindergarten through 12th grade. "Title II News You Can Use" is a series of issue briefs on key data collected through the Title II "HEA" data collection. This issue brief provides information on the characteristics and changing trends of enrollment in teacher preparation programs. Highlighted findings include: (1) Teachers are primarily prepared in traditional programs; (2) The demographic makeup of teaching candidates does not match that of K-12 students; (3) New York leads the nation in enrolling the most teaching candidates; and (4) Across the nation, enrollment in teacher preparation programs is on the decline.
Author: Polly, Drew
Publisher: IGI Global
ISBN: 152253069X
Category : Education
Languages : en
Pages : 720
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Book Description
Educators play a significant role in the intellectual and social development of children and young adults. Thus, it is important for next-generation teachers to have a strong educational background, as it serves as the foundation to their understanding of learning processes, leadership, and best practices in the field of education. Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs presents critical and relevant research on methods by which future educators in high-level courses are equipped and instructed in order to promote the best experience in academic scholarship. Featuring discussion on a diverse assortment of topics, such as social justice for English language learners, field-based teacher education, and student satisfaction in graduate programs, this publication is directed at academicians, students, and researchers seeking modern research on the approaches taken by instructors to qualify and engage future educators.
Author: Donna L. Pasternak
Publisher: Bloomsbury Publishing
ISBN: 1350032026
Category : Education
Languages : en
Pages : 231
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Book Description
Winner of the ELATE Richard A. Meade Award 2018 Identifying key areas of teacher education that cross countries and disciplines, this book provides the first extensive research-based insight into how secondary English teachers are prepared at institutions of higher education in the United States of America (US) since the last major study in 1995. In the two decades since then, English teacher education programs have developed in contextually dependent ways that often have been driven by institutional, economic, social and political considerations. The authors provide an overview of their nationwide study of English teacher educators, which was conducted over a four-year period. They analyze the context under which teacher educators currently prepare pre-service English teachers in the US and support teacher educators in other countries to make comparisons to their own unique historical and cultural settings. The authors also offer a comprehensive evaluation of the content, practices and skills being taught to future teachers of English in university-based teacher preparation programs in the US. The book draws on evidence from a nationwide questionnaire, case studies of teacher educators in their respective programs, course syllabi and focus group interviews to focus on areas of instruction that resonate with teacher educators in countries where English is the dominant language of communication. These areas include: - field experiences - standards and assessment - teaching literacy to integrate reading and writing - working with English language learners to address cultural and linguistic diversity - new technologies in English education
Author:
Publisher:
ISBN:
Category : Electronic government information
Languages : en
Pages : 100
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Book Description
Author: Dana Goldstein
Publisher: Anchor
ISBN: 0345803620
Category : Education
Languages : en
Pages : 385
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Book Description
NEW YORK TIMES BESTSELLER • A groundbreaking history of 175 years of American education that brings the lessons of the past to bear on the dilemmas we face today—and brilliantly illuminates the path forward for public schools. “[A] lively account." —New York Times Book Review In The Teacher Wars, a rich, lively, and unprecedented history of public school teaching, Dana Goldstein reveals that teachers have been embattled for nearly two centuries. She uncovers the surprising roots of hot button issues, from teacher tenure to charter schools, and finds that recent popular ideas to improve schools—instituting merit pay, evaluating teachers by student test scores, ranking and firing veteran teachers, and recruiting “elite” graduates to teach—are all approaches that have been tried in the past without producing widespread change.
Author: Conra D. Gist
Publisher: American Educational Research Association
ISBN: 0935302921
Category : Education
Languages : en
Pages : 1763
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Book Description
Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force. Yet research over decades has indicated their positive impact on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. A first of its kind, the Handbook of Research on Teachers of Color and Indigenous Teachers addresses key issues and obstacles to ethnoracial diversity across the life course of teachers’ careers, such as recruitment and retention, professional development, and the role of minority-serving institutions. Including chapters from leading researchers and policy makers, the Handbook is designed to be an important resource to help bridge the gap between scholars, practitioners, and policy makers. In doing so, this research will serve as a launching pad for discussion and change at this critical moment in our country’s history. The volume’s goal is to drive conversations around the issue of ethnoracial teacher diversity and to provide concrete practices for policy makers and practitioners to enable them to make evidence-based decisions for supporting an ethnoracially diverse educator workforce, now and in the future.
Author: Office of Postsecondary Education (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 110
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Book Description
This 10th report on teacher quality presents information states reported to the U.S. Department of Education (Department) in October 2012, October 2013, and October 2014. "Title II" of the "Higher Education Act of 1965" ("HEA"), as amended in 2008 by the Higher Education Opportunity Act (HEOA), requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher credentialing, kindergarten through 12th grade, on a State Report Card designated by the Secretary. For many data elements, such as the number of individuals enrolled in and completing teacher preparation programs, states reported on AY 2010-11 data in 2012, AY 2011-12 data in 2013, and AY 2012-13 data in 2014. For other data elements, such as the admission requirements for each teacher preparation program and descriptions of the state's alternative routes to a teacher credential, states reported on the most current information available each year. The 10th report provides a national overview of the state data by key topics collected through the State Report Cards, including graphics showing "Title II" longitudinal trends over more than a decade of state reporting. Similar to previous reports, the report is organized into chapters, with each summarizing states' data on "HEA Title II" key elements. The chapters are: (1) Teacher Preparation Providers and Programs; (2) Teacher Preparation Program Participants; (3) Institutions of Higher Education Offering Teacher Preparation Programs; (4) State Standards for Teaching Credentials; (5) Evaluation of Teacher Preparation Programs; (6) Assessments Required for an Initial Teaching Credential; and (7) State Initial Credentials for Teachers. [For the Secretary's Ninth Report on Teacher Quality (2013), see ED565683.].
Author: Doug Lemov
Publisher: John Wiley & Sons
ISBN: 1119104246
Category : Education
Languages : en
Pages : 453
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Book Description
TEACH YOUR STUDENTS TO READ WITH PRECISION AND INSIGHT The world we are preparing our students to succeed in is one bound together by words and phrases. Our students learn their literature, history, math, science, or art via a firm foundation of strong reading skills. When we teach students to read with precision, rigor, and insight, we are truly handing over the key to the kingdom. Of all the subjects we teach reading is first among equals. Grounded in advice from effective classrooms nationwide, enhanced with more than 40 video clips, Reading Reconsidered takes you into the trenches with actionable guidance from real-life educators and instructional champions. The authors address the anxiety-inducing world of Common Core State Standards, distilling from those standards four key ideas that help hone teaching practices both generally and in preparation for assessments. This 'Core of the Core' comprises the first half of the book and instructs educators on how to teach students to: read harder texts, 'closely read' texts rigorously and intentionally, read nonfiction more effectively, and write more effectively in direct response to texts. The second half of Reading Reconsidered reinforces these principles, coupling them with the 'fundamentals' of reading instruction—a host of techniques and subject specific tools to reconsider how teachers approach such essential topics as vocabulary, interactive reading, and student autonomy. Reading Reconsidered breaks an overly broad issue into clear, easy-to-implement approaches. Filled with practical tools, including: 44 video clips of exemplar teachers demonstrating the techniques and principles in their classrooms (note: for online access of this content, please visit my.teachlikeachampion.com) Recommended book lists Downloadable tips and templates on key topics like reading nonfiction, vocabulary instruction, and literary terms and definitions. Reading Reconsidered provides the framework necessary for teachers to ensure that students forge futures as lifelong readers.
Author: United States
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 432
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Book Description
Author: Office of Postsecondary Education (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 97
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Book Description
This eighth report on the features of America's teacher preparation and initial state credentialing presents data states reported to the U.S. Department of Education (Department) in October 2008, October 2009 and October 2010. Title II of the Higher Education Act (HEA) of 1965, as amended in 2008 by the Higher Education Opportunity Act (HEOA), like its predecessor, requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher certification or licensure, kindergarten through 12th grade (see appendix 1). Because the 2008 reauthorization changed both a number of state reporting requirements and the content of this annual report, and states reasonably needed time to adjust their own data collection and reporting procedures, this three-year period was by necessity a transition period. For this reason, the Department determined that the public would be better served by providing a report on these three years at one time. The report is intended to provide Congress, aspiring teachers, the education community, researchers and policymakers, and the general public with information that Congress has identified as important to a basic understanding of teacher preparation in America. In this regard, this report provides national information and answers questions such as: (1) How many prospective teachers were enrolled in teacher preparation programs, and what was the demographic composition of these enrollees?; (2) How many prospective teachers successfully completed a teacher preparation program, and did they attend a "traditional" or "alternative route" type of program?; (3) What state standards and policies guide teacher preparation program development and evaluation?; (4) Which teacher preparation programs have states reported as low-performing or as at-risk of being identified as low-performing?; (5) What state requirements and assessment criteria underpin initial teacher certification or licensure?; (6) How many new teachers were certified or licensed by states each year from 2000-01 through 2008-09?; (7) What proportion of teachers assigned to classrooms were reported as not fully certified or licensed by their states from 2003-04 through 2007-08?; and (8) What was the percentage of teachers reported as not fully certified or licensed by states in high-poverty school districts compared to all other districts for 2007-08, the last year the data were collected? The findings from the state reports are organized into five chapters. Each chapter contains figures and tables following most of the bulleted statements to provide a graphic view of the data and display national data trends, when available. Appended are: (1) Higher Education Act of 1965, as amended (HEA), Sections 205-208; (2) Title II State Report Card on the Quality of Teacher Preparation; and (3) Title II Teacher Quality Grant Partnership (TQP) Discretionary Grant Awards. (Contains 15 tables, 25 figures and 15 footnotes.) [For the seventh report, "The Secretary's Seventh Annual Report on Teacher Quality: A Highly Qualified Teacher in Every Classroom," see ED520813.].
