The Status of Teaching as a Profession, 1990-91 : SASS PDF Download
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Author: Richard M. Ingersoll
Publisher:
ISBN:
Category : Educational surveys
Languages : en
Pages : 84
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Book Description
Author: Richard M. Ingersoll
Publisher:
ISBN:
Category : Educational surveys
Languages : en
Pages : 84
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Book Description
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309054826
Category : Education
Languages : en
Pages : 91
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Book Description
There is a growing concern among educators and policymakers about the level of attrition from Ph.D. programs in the sciences and humanities at some U.S. universities. Reliable estimates of graduate student attrition are difficult to obtain, however, because most information comes from the administrative records of individual institutions. This book provides a summary of datasets that could be used to analyze patterns of graduate student attrition and degree completion nationally, along with an analysis of recent studies on the subject. Based on this information, the committee examines the feasibility of designing a system to produce national estimates of graduate student attrition.
Author: Project 2061 (American Association for the Advancement of Science)
Publisher: Oxford University Press
ISBN: 9780195124279
Category : Education
Languages : en
Pages : 324
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Book Description
Concerned about the lack of science literacy among today's graduating students, the American Association for the Advancement of Science compiled reports on the education system aimed at the implementation of specific reforms. BLUEPRINTS FOR REFORM is a summation of those reports, offering a starting point for reforming our education system.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 382
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Book Description
Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Youth, and Families
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 482
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Book Description
This hearing focused on the subject of teacher recruitment and preparation. The hearing began with opening statements by several Congressmen (the Honorable Frank Riggs, Matthew Martinez, William Gooding, George Miller, and Robert Scott). Following the opening statements were statements by the Honorable Eugene Hickock, Secretary of Education, Commonwealth of Pennsylvania; Mr. E.D. Hirsh, Jr., President, Core Knowledge Foundation, Charlottesville, VA; Dr. Eric Hanushek, Director, W. Allen Wallis Institute of Political Economy, University of Rochester, NY; Dr. Richard Ingersoll, Professor of Sociology, University of Georgia, Athens; Ms. C. Emily Feistritzer, President, National Center for Educational Information, Washington, DC; Dr. Dale Ballou, Professor of Economics, University of Massachusetts, MA; Ms. Kati Haycock, President, the Education Trust, Inc., Washington, DC.; Mr. Paul F. Steidler, Director, Alexis de Toqueville Institution, Arlington, VA; and Mr. Barnett Berry, Associate Director for Policy and State Relations, National Commission on Teaching and America's Future, Columbia, SC. Statements and written testimony are appended. The appendixes also include two reports by the National Commission on Teaching and America's Future: (1) "What Matters Most: Teaching for America's Future"; and (2) "Doing What Matters Most: Investing in Quality Teaching." (SM)
Author: Robin R. Henke
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 140
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Book Description
This study used data from the ongoing Baccalaureate and Beyond Longitudinal Study to examine college graduates' preparation for and entry into teaching, as well as their movement into and out of the profession over time. Text, seven figures, and 15 tables detail the data on the "teacher pipeline"; examine who enters it (such as race/ethnicity and gender); provide data on undergraduate academic experiences of teachers including major field of study, type of postsecondary institution attended, college entrance examination scores and grade point averages, and undergraduate and advanced course taking; and also look at early teaching experiences. The report reaches the conclusion that graduates who enter the teacher pipeline differ both demographically and academically from those not in the pipeline, and notes that these differences have tended to overshadow differences among types of teachers. The report lays the groundwork for future studies analyzing persistence in teaching, and voices the hope that further development of empirical criteria will allow better evaluation of teacher postsecondary education and teacher professional development. Statistical data are presented in 27 compendium tables. Also included are two appendixes: one a glossary that defines the variables, and the other containing technical notes and explaining the methodology. (CH)
Author:
Publisher:
ISBN:
Category : Electronic journals
Languages : en
Pages : 562
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Book Description
Author: Linda Darling-Hammond
Publisher: John Wiley & Sons
ISBN: 1118429435
Category : Education
Languages : en
Pages : 282
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Book Description
Powerful Teacher Education describes the strategies, goals, content, and processes of seven highly successful and long-standing teacher education programs - Alverno College, Bank Street College, Trinity University, University of California, Berkeley, University of Southern Maine, University of Virginia, and Wheelock College. All these colleges and universities have succeeded in preparing teachers to teach diverse learners to achieve high levels of performance and understanding. In discussing the common features of these programs, Linda Darling-Hammond shows what outstanding teacher education models do and how they do it, and what their graduates accomplish as a result. Powerful Teacher Education also examines the policies, organizational features, resources, and relationships that have enabled these programs to succeed.
Author: Martha Naomi Alt
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 122
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Book Description
Author: Nina Bascia
Publisher: Springer Science & Business Media
ISBN: 1402032013
Category : Education
Languages : en
Pages : 1129
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Book Description
Nina Bascia, Alister Cumming, Amanda Datnow, Kenneth Leithwood and David Livingstone This Handbook presents contemporary and emergent trends in educational policy research, in over ?fty chapters written by nearly ninety leading researchers from a number of countries. It is organized into ?ve broad sections which capture many of the current dominant educational policy foci and at the same time situate current understandings historically, in terms of both how they are conceptualized and in terms of past policy practice. The chapters themselves are empirically grounded, providing illustrations of the conceptual implications c- tained within them as well as allowing for comparisons across them. The se- re?exivity within chapters with respect to jurisdictional particularities and c- trasts allows readers to consider not only a range of approaches to policy analysis but also the ways in which policies and policy ideas play out in di?erent times and places. The sections move from a focus on prevailing policy tendencies through increasingly critical and ‘‘outsider’’ perspectives on policy. They address, in turn, the contemporary strategic emphasis on large-scale reform; substantive emphases at several levels – on leadership and governance, improving teacher quality and conceptualizing learning in various domains around the notion of literacies and concluding, ?nally, with a contrasting topic, workplace learning, which has had less policy attention and thus allows readers to consider both the advantages and disadvantages of learning and teaching under the bright gaze of policy.
