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Author: United States. Department of Education
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 97
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Book Description
Author: United States. Department of Education
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 97
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Book Description
Author: Office of Postsecondary Education (ED), Washington, DC.
Publisher:
ISBN:
Category :
Languages : en
Pages : 111
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Book Description
This report presents the most current national information provided by the 50 states, the District of Columbia, and the outlying areas on the quality of novice teachers entering the education field. Forty-nine states have standards for teachers applying for initial certification. All states and outlying areas but one now have some quality standards for teachers. Progress is also evident in the number of alternative pathways to teaching created by states, school districts, nonprofit groups, and schools of education. Eighty-five percent of states now have these programs. This year's report highlights the essential principles for building outstanding teacher preparation programs in the 21st century and focuses on the critical teaching skills all teachers must learn. In particular, all teacher preparation programs must provide teachers with solid and current content knowledge and essential skills. These include the abilities to use research-based methods appropriate for their content expertise; to teach diverse learners and to teach in high-need schools; and to use data to make informed instructional decisions. Successful and promising strategies for promoting these skills include making teacher education a university-wide commitment; strengthening, broadening, and integrating field experience throughout the preparation program; strengthening partnerships; and creating quality mentoring and support programs.
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. 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. Office of Policy, Planning, and Innovation
Publisher:
ISBN:
Category :
Languages : en
Pages : 94
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Book Description
Under the 1998 reauthorization of Title II of the Higher Education Act (HEA), the U.S. secretary of education is required to issue annual reports to Congress on the state of teacher quality and teacher preparation nationwide. This report is the third annual report on teacher quality and outlines the progress that occurred in the past year and the challenges that lie ahead. Chapter 1, "The Highly Qualified Teachers Challenge Revisited," provides an overview of the highly qualified teachers challenge, placing the findings of this report within the context of research and policy. It provides an overview of the highly qualified teacher requirements of the No Child Left Behind Act of 2001 (NCLB) and highlights new opportunities for states to demonstrate leadership through recently enacted flexibility provisions. Chapter 2, "Toward a Highly Qualified Teacher in Every Classroom: Partnership in Action," details the significant activities the Department of Education and other organizations have undertaken over the last year to support the raising of academic standards for teachers, while at the same time reducing unnecessary barriers to teaching. Chapter 3, "Update on State Teacher Quality Improvement Activities," provides a snapshot of state progress along a number of dimensions of the teacher quality challenge, as revealed by the HEA Title II data collection and reporting system for states and institutions of higher education. Chapter 4, "Building Momentum," concludes the report with a description of forthcoming teacher quality-related initiatives at the Department designed to assist states in meeting the NCLB requirement that all teachers of core academic subjects are highly qualified. Appended are four supplementary data tables.
Author: Christopher Day
Publisher: Routledge
ISBN: 1136715967
Category : Education
Languages : en
Pages : 590
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Book Description
The International Handbook of Teacher and School Development brings together a collection of research and evidence-based authoritative writings which focus on international teacher and school development. Drawing on research from eighteen countries across seven continents, the forty chapters are grouped into ten themes which represent key aspects of teacher and school development: Issues of Professionalism and Performativity What Being an Effective Teacher Really Means Reason and Emotion in Teaching Schools in Different Circumstances Student Voices in a Global Context Professional Learning and Development Innovative Pedagogies School Effectiveness and Improvement Successful Schools, Successful Leader Professional Communities: their practices, problems & possibilities Each theme expertly adds to the existing knowledge base about teacher and school development internationally. They are individually important in shaping and understanding an appreciation of the underlying conditions which influence teachers and schools, both positively and negatively, and the possibilities for their further development. This essential handbook will be of interest to teacher educators, researchers in the field of teacher education and policy makers.
Author: Marilyn Cochran-Smith
Publisher: Teachers College Press
ISBN: 080777216X
Category : Education
Languages : en
Pages : 417
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Book Description
In this long-awaited sequel to Inside/Outside: Teacher Research and Knowledge, two leaders in the field of practitioner research offer a radically different view of the relationship of knowledge and practice and of the role of practitioners in educational change. In their new book, the authors put forward the notion of inquiry as stance as a challenge to the current arrangements and outcomes of schools and other educational contexts. They call for practitioner researchers in local settings across the United States and around the world to ally their work with others as part of larger social and intellectual movements for social change and social justice. Part I is a set of five essays that conceptualize inquiry as a stance and as a transformative theory of action that repositions the collective intellectual capacity of practitioners. Part II is a set of eight chapters written by eight differently positioned practitioners who are or were engaged in practitioner research in K–12 schools or teacher education. Part III offers a unique format for exploring inquiry as stance in the next generation—a readers’ theatre script that juxtaposes and co-mingles 20 practitioners’ voices in a performance-oriented format. Together the three parts of the book point to rich possibilities for practitioner inquiry in the next generation. Contributors: Rebecca Akin, Gerald Campano, Delvin Dinkins, Kelly A. Harper, Gillian Maimon, Gary McPhail, Swati Mehta, Rob Simon,and Diane Waff “Cochran-Smith and Lytle once again prove themselves to be among the best at melding theory and practice. Instead of merely making the case for practitioner inquiry they go the next step to show us exactly what this genre brings to our field—rigor, relevance, and passion. The interplay of conceptual clarity and powerful exemplars make this a text we will read well into the next decade.” —Gloria Ladson-Billings, University of Wisconsin–Madison “Once again, Marilyn Cochran-Smith and Susan Lytle point the way to new and hopeful understandings of practitioner research. Rather than blame teachers for all that is wrong with education, they and their fellow authors remind us that if school reform is to have any chance of fulfilling its stated goal of equal opportunity for all students, teachers must have a significant voice in research, policy, and practice. With its focus on social justice and its view of practitioner research as transformative, this is a powerful and welcome sequel to their classic Inside/Outside.” —Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst “Inquiry as Stance should be a blockbuster. This brilliant sequel re-calibrates relationships between practitioner inquiry and social justice.” —Carole Edelsky, Professor Emerita, Arizona State University “This optimistic and generous book is sure to become a central reference for teacher-researchers in K–16 schools and their colleagues and supporters throughout the system.” —Elyse Eidman-Aadahl, Director, National Programs and Site Development, National Writing Project, University of California, Berkeley “This view of the intellectual and personal work of teaching is a major counter to the contemporary emphasis on testing and packaged curricula.” —Cynthia Ballenger, reading specialist, Cambridge Public Schools “Once again Cochran-Smith, Lytle, and their colleagues bring us an invaluable book on the enormous possibilities of practitioner research.” —Luis C. Moll, College of Education, University of Arizona
Author: Tom O'Donoghue
Publisher: IAP
ISBN: 1607526506
Category : Education
Languages : en
Pages : 238
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Book Description
This edited book is a comparative study on teacher education across ten major Englishspeaking regions of the world (USA, English Canada, England and Wales, Scotland, Ireland, Singapore, Hong Kong, South Africa, Australia, New Zealand). The focus on individual regions is reflective of a comparative approach with a long tradition going back to the turn of the twentieth century. This approach is still valid at the present time as it provides one of the best ways of initially structuring our understanding of teacher education at the macro level in order to facilitate communication of the situation crossnationally and prepare the way for higher levels of analyses. To this end, the book has twelve chapters: An introductory chapter details the focus of the book. This is followed by a chapter on each of the ten regions. Each of these chapters, written by an expert in the field: focuses on general trends in teacher education rather than on any specific aspect of it; focuses primarily on pre-service teacher education at the primary and post-primary levels, although some reference is also made to continuing professional development; strikes a balance between past, present and future trends; deals broadly with access to, the processes involved in, and the structure of, teacher education; has a unique structure rather than one based upon a formulaic approach. In the final chapter major themes are distilled from the case studies. It also outlines how the book furthers understanding of teacher education internationally, considers other groupings of regions ripe for consideration along similar lines, and indicates initiatives arising out of the case studies worthy of consideration for the improvement of teacher education cross-nationally.
Author:
Publisher: DIANE Publishing
ISBN: 1428962174
Category :
Languages : en
Pages : 111
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Book Description
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.
