The Secretary's Sixth Annual Report on Teacher Quality. A Highly Qualified Teacher in Every Classroom PDF Download
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Author: Department of Education (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 132
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Book Description
While multiple factors contribute to student success in primary and secondary school, student access to qualified, competent and motivated teachers is critical. Preparing a highly qualified teaching workforce is a major national challenge, but the nation is making significant strides. The 2001 amendments to the "Elementary and Secondary Education Act of 1965 (ESEA)" provided the blueprint for progress by establishing national requirements for highly qualified teachers, and by setting clear goals for improved student achievement. This sixth report on national indicators of the quality of America's teacher preparation programs and states' assessments of novice teachers' knowledge, skills and abilities presents data from all 50 states, the District of Columbia, Puerto Rico and outlying areas. The national data presented in this report indicate that states made progress again this year toward placing certified and licensed teachers in every classroom in the nation, but many teachers are not certified in every subject they teach. America must continue to make progress toward the goal of preparing, assessing and credentialing highly qualified teachers for all classes in all subject matter areas. (Contains 37 tables, 20 figures and 15 footnotes.).
Author: Department of Education (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 132
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Book Description
While multiple factors contribute to student success in primary and secondary school, student access to qualified, competent and motivated teachers is critical. Preparing a highly qualified teaching workforce is a major national challenge, but the nation is making significant strides. The 2001 amendments to the "Elementary and Secondary Education Act of 1965 (ESEA)" provided the blueprint for progress by establishing national requirements for highly qualified teachers, and by setting clear goals for improved student achievement. This sixth report on national indicators of the quality of America's teacher preparation programs and states' assessments of novice teachers' knowledge, skills and abilities presents data from all 50 states, the District of Columbia, Puerto Rico and outlying areas. The national data presented in this report indicate that states made progress again this year toward placing certified and licensed teachers in every classroom in the nation, but many teachers are not certified in every subject they teach. America must continue to make progress toward the goal of preparing, assessing and credentialing highly qualified teachers for all classes in all subject matter areas. (Contains 37 tables, 20 figures and 15 footnotes.).
Author: United States. Department of Education
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 97
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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)
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.].
Author: Marilyn Cochran-Smith
Publisher: Routledge
ISBN: 1135618321
Category : Education
Languages : en
Pages : 1840
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Book Description
Co-Published by Routledge/Taylor & Francis Group and the Association of Teacher Educators. The Handbook of Research on Teacher Education was initiated to ferment change in education based on solid evidence. The publication of the First Edition was a signal event in 1990. While the preparation of educators was then – and continues to be – the topic of substantial discussion, there did not exist a codification of the best that was known at the time about teacher education. Reflecting the needs of educators today, the Third Edition takes a new approach to achieving the same purpose. Beyond simply conceptualizing the broad landscape of teacher education and providing comprehensive reviews of the latest research for major domains of practice, this edition: stimulates a broad conversation about foundational issues brings multiple perspectives to bear provides new specificity to topics that have been undifferentiated in the past includes diverse voices in the conversation. The Editors, with an Advisory Board, identified nine foundational issues and translated them into a set of focal questions: What’s the Point?: The Purposes of Teacher Education What Should Teachers Know? Teacher Capacities: Knowledge, Beliefs, Skills, and Commitments Where Should Teachers Be Taught? Settings and Roles in Teacher Education Who Teaches? Who Should Teach? Teacher Recruitment, Selection, and Retention Does Difference Make a Difference? Diversity and Teacher Education How Do People Learn to Teach? Who’s in Charge? Authority in Teacher Education How Do We Know What We Know? Research and Teacher Education What Good is Teacher Education? The Place of Teacher Education in Teachers’ Education. The Association of Teacher Educators (ATE) is an individual membership organization devoted solely to the improvement of teacher education both for school-based and post secondary teacher educators. For more information on our organization and publications, please visit: www.ate1.org
Author: Teacher Education and Practice
Publisher: Rowman & Littlefield
ISBN: 1475819447
Category : Reference
Languages : en
Pages : 120
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Book Description
Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield.
Author: Yehudith Weinberger
Publisher: BoD – Books on Demand
ISBN: 1789235448
Category : Education
Languages : en
Pages : 146
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Book Description
As with most dynamic activities that are based on social and cultural contexts and rely on interactions, education is a complex and often ambiguous endeavor. Despite this complexity, scholars and educators are often required to find ways of defining and explaining what "good" teaching is and to incorporate these conclusions into teacher education. This book contains eight scholarly articles from various countries around the world and offers unique and up-to-date perspectives on relevant practices and pedagogies for teachers' professional education and development. In this international book, it is argued that there is a significant inspiration and enrichment to be gained by investigating the policies and practices of teacher education systems from all over the world.
Author: Susan Phillips
Publisher: SAEE
ISBN: 0968993672
Category : Educational accountability
Languages : en
Pages : 121
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Book Description
Author: Frederick M. Hess
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 344
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Book Description
"In this volume, an array of contributors with rich experience in policy and teaching take a fresh look at a number of issues, including: current systems for preparing and licensing teachers, and how they affect the quality and supply of teachers in the work force; an array of reform models for teacher preparation and licensure, and what they would mean for the profession; questions of rigor and ideology in the core curricula of education schools and programs; the federal role in teacher preparation and licensure, especially in light of NCLB [No Child Left Behind Act]"--Back cover.
Author: Michael A. Rebell
Publisher: Teachers College Press
ISBN: 0807777161
Category : Education
Languages : en
Pages : 317
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Book Description
Acting as a counterbalance to the current unworkable law, this book proposes a more realistic way to achieve NCLB’s inspiring vision by ensuring the right to “meaningful educational opportunity” for all students. This timely volume tackles specific provisions in NCLB head-on, such as the popular, but impossible, goal of 100% student proficiency by 2014. “At last, a book on No Child Left Behind that makes sense to school practitioners. All who care about the future of our public schools should read this book as soon as possible!” —Thomas Sobol, Former Commissioner of Education, New York State “Moving Every Child Ahead is an important work from two leaders in the fight to guarantee a decent education for every child. Rebell and Wolff have written a must-read for everyone concerned about education reform.” —Senator John Edwards “Rebell and Wolff set forth compelling reasons for their recommendations and suggest specific steps that should be taken by local, state, and federal education officials. Anyone who cares about improving our public schools would benefit from their thoughtful insights and suggestions for Moving Every Child Ahead.” —Richard Riley, Former U.S. Secretary of Education “Michael Rebell has long been a warrior in the fight for educational equity. I am confident this book will enrich a debate sorely in need of big ideas and a willingness to challenge traditional orthodoxies.” —Joel Klein, Chancellor, New York City Department of Education
