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Author: United States. Dept. of Education
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 116
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Book Description
Author: United States. Dept. of Education
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 116
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Book Description
Author: Office of Postsecondary Education (ED), Washington, DC.
Publisher:
ISBN:
Category :
Languages : en
Pages : 98
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Book Description
"The Secretary's Fifth Annual Report on Teacher Quality" presents the most current information for 50 states, the District of Columbia, Puerto Rico and outlying areas, on the implementation of the teacher quality provisions of Title II of the "Higher Education Act of 1965, as amended" ("HEA") and the mandates of the "No Child Left Behind Act of 2001" ("NCLB"). It presents the data collected by states from postsecondary institutions, alternative route teacher preparation programs, testing companies and the states' own accountability systems. The report, required by the Title II accountability provisions of the "HEA," was released October 5, 2006. The 2005 data show that states have made considerable progress toward the nation's goal of a highly qualified teacher in every classroom, and describes areas where harder work must be done to make improvements. Following an executive summary, the report is divided into the following chapters: (1) Introduction; (2) Teacher Preparation: Program Completers and Passing Rates, 2000-01 through 2003-04; and (3) State Oversight of Teacher Preparation: Certification and Licensure, Standards, Waivers, and Low-Performing Programs. Supplementary Data Tables are appended. (Contains 15 tables, 18 figures, and 13 footnotes.) [For "The Secretary's Fourth Annual Report On Teacher Quality," see ED485858.].
Author: United States. Department of Education. Office of Postsecondary Education
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 84
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Book Description
Author: Theresa J. Gurl
Publisher: Springer
ISBN: 3319291467
Category : Education
Languages : en
Pages : 148
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Book Description
This volume reviews the background of mandated teacher performance assessment with an emphasis on policy, privatization, and professionalization. The authors discuss the potential impact of mandated teacher performance assessments on teacher education in the content areas of mathematics, English, and social studies. The perspectives and empirical research examined in this conceptual analysis illustrate the various ways in which the Stanford Center for Assessment, Learning, and Equity (SCALE) Teacher Performance Assessment (edTPA) promises to restructure teacher education in the United States. The authors consider both the affordances and the constraints that teacher performance assessments offer for teacher preparation programs, and conclude by discussing the implications of the intersections among policy, privatization, professionalization, and performance assessments of teachers, as well as the relationship between performance assessments and teacher education. The impact of the edTPA on the development of signature pedagogies in teacher education is also discussed.
Author: Motoko Akiba
Publisher: Teachers College Press
ISBN: 0807771228
Category : Education
Languages : en
Pages : 317
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Book Description
This groundbreaking work examines teacher quality, work norms, and professional learning opportunities, using data from 15 countries. The authors compare and contrast the United States with two high-achieving countries--Japan and Australia--that have implemented very different approaches to improving teacher quality. Drawing on both large international data sets and ethnographic and small-scale studies, the book addresses critical questions: (2) How do teacher quality and teacher recruitment and hiring policies in the United States differ from those in other countries?; (2) How do the working conditions of U.S. teachers differ from those of teachers in other countries?; (3) How do U.S. teachers' opportunities for professional learning differ from those of teachers in other countries?; (4) How do the characteristics of the national teaching force influence student achievement?; And (5) What U.S. policies offer promise for improving teacher quality?
Author: Kenneth M. Zeichner
Publisher: Routledge
ISBN: 1135596697
Category : Education
Languages : en
Pages : 440
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Book Description
"... Clear, articulate, and cogent....[Zeichner] exhibits a commitment to a vision of social justice that rightly demands the very best both from society and from those of us who work in schools, communities, and teacher education institutions." -- Michael W. Apple, From the Foreword In this selection of his work from 1991-2008, Kenneth M. Zeichner examines the relationships between various aspects of teacher education, teacher development, and their contributions to the achievement of greater justice in schooling and in the broader society. A major theme that comes up in different ways across the chapters is Zeichner’s belief that the mission of teacher education programs is to prepare teachers in ways that enable them to successfully educate everyone’s children. A second theme is an argument for a view of democratic deliberation in schooling, teacher education, and educational research where members of various constituent groups have genuine input into the educational process. Teacher Education and the Struggle for Social Justice is directed to teacher educators and to policy makers who see teacher education as a critical element in maintaining a strong public education system in a democratic society.
Author: George E. DeBoer
Publisher: IAP
ISBN: 1617352268
Category : Science
Languages : en
Pages : 452
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Book Description
The goal of this volume of Research in Science Education is to examine the relationship between science education policy and practice and the special role that science education researchers play in influencing policy. It has been suggested that the science education research community is isolated from the political process, pays little attention to policy matters, and has little influence on policy. But to influence policy, it is important to understand how policy is made and how it is implemented. This volume sheds light on the intersection between policy and practice through both theoretical discussions and practical examples. This book was written primarily about science education policy development in the context of the highly decentralized educational system of the United States. But, because policy development is fundamentally a social activity involving knowledge, values, and personal and community interests, there are similarities in how education policy gets enacted and implemented around the world. This volume is meant to be useful to science education researchers and to practitioners such as teachers and administrators because it provides information about which aspects of the science education enterprise are affected by state, local, and national policies. It also provides helpful information for researchers and practitioners who wonder how they might influence policy. In particular, it points out how the values of people who are affected by policy initiatives are critical to the implementation of those policies.
Author: Phil Smith
Publisher: Peter Lang
ISBN: 9781433104343
Category : Education
Languages : en
Pages : 268
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Book Description
Law, policy, and practice in the United States has long held that students with disabilities - including those with intellectual disabilities - have the right to a free and appropriate public education, in a non-restrictive environment. Yet very few of these students are fully included in general education classrooms. Educational systems use loopholes to segregate students; universities regularly fail to train teachers to include students; and state regulators fail to provide the necessary leadership and funding to implement policies of inclusion. Whatever Happened to Inclusion? reports on the inclusion of students with intellectual disabilities from national and state perspectives, outlining the abject failure of schools to provide basic educational rights to students with significant disabilities in America. The book then describes the changes that must be made in teacher preparation programs, policy, funding, and local schools to make the inclusion of students with intellectual disabilities a reality.
Author: Julie Gorlewski
Publisher: Routledge
ISBN: 1351979442
Category : Education
Languages : en
Pages : 214
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Book Description
Who Decides Who Becomes a Teacher? extends the discussions and critiques of neoliberalism in education by examining the potential for Schools of Teacher Education to contest policies that are typical in K-12 schooling. Drawing on a case study of faculty collaboration, this edited volume reimagines teacher preparation programs as crucial sites of resistance to, and refusal of, unsound education practices and legislation. This volume also reveals by example how education faculty can engage in collaborative scholarly work to investigate the anticipated and unanticipated effects of policy initiatives on teaching and learning.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309128056
Category : Education
Languages : en
Pages : 234
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Book Description
Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.
