Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students PDF Download

Author: Jennifer E. Carinci
Publisher: IAP
ISBN: 1641139595
Category : Education
Languages : en
Pages : 277

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Book Description
Improving the use of evidence in teacher preparation is one of the greatest challenges and opportunities for our field. The chapters in this volume explore how data availability, quality, and use within and across preparation programs shed light on the structures, policies, and practices associated with high quality teacher preparation. Chapter authors take on critical questions about the connection between what takes place during teacher preparation and subsequent outcomes for teachers and students – which has remained a black box for too long. Despite a long history of teacher preparation in the U.S. and a considerable investment in preservice and in-service training, much is still to be learned about how pre-service preparation impacts teacher effectiveness. A strong empirical basis that informs how specific aspects of and approaches to teacher preparation relate to outcomes for graduates and their preK-12 student outcomes will provide a foundation for improved teaching and learning. Our book responds to stakeholders’ collective responsibility to students and teachers to act more deliberately. Issues of data availability and quality, the uses of data for improvement, priorities for future research, and opportunities to promote evidence use in teacher preparation are discussed throughout the volume to inspire collective action to push the field towards more use of evidence. Chapters present research that uses a variety of research designs, methodologies, and data sources to explore important questions about the relationship between teacher preparation inputs and outcomes.

Author: Jennifer E. Carinci
Publisher:
ISBN: 9781641139588
Category : Education
Languages : en
Pages : 276

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Book Description
Improving the use of evidence in teacher preparation is one of the greatest challenges and opportunities for our field. The chapters in this volume explore how data availability, quality, and use within and across preparation programs shed light on the structures, policies, and practices associated with high quality teacher preparation. Chapter authors take on critical questions about the connection between what takes place during teacher preparation and subsequent outcomes for teachers and students - which has remained a black box for too long. Despite a long history of teacher preparation in the U.S. and a considerable investment in pre-service and in-service training, much is still to be learned about how pre-service preparation impacts teacher effectiveness. A strong empirical basis that informs how specific aspects of and approaches to teacher preparation relate to outcomes for graduates and their preK-12 student outcomes will provide a foundation for improved teaching and learning. Our book responds to stakeholders' collective responsibility to students and teachers to act more deliberately. Issues of data availability and quality, the uses of data for improvement, priorities for future research, and opportunities to promote evidence use in teacher preparation are discussed throughout the volume to inspire collective action to push the field towards more use of evidence. Chapters present research that uses a variety of research designs, methodologies, and data sources to explore important questions about the relationship between teacher preparation inputs and outcomes.

Author: Etta R. Hollins
Publisher: Routledge
ISBN: 1000382710
Category : Education
Languages : en
Pages : 154

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Book Description
This book provides a framework, concrete examples, and tools for designing a high quality, academically-robust preservice teacher preparation program that empowers teachers with the depth of professional knowledge and the skills required to become adaptable, responsive K-12 teachers ready to engage with diverse groups of students, and to achieve consistent learning outcomes. Renowned teacher educators Etta R. Hollins and Connor K. Warner present a systematic approach for developing a teacher preparation program characterized by coherence, continuity, consistency, integrity, and trustworthiness, as well as one that is firmly grounded in collaboration between faculty, community members, and other school practitioners. This book offers an evidence-based roadmap relevant for teacher educators, administrators, scholars, agencies at the state and national levels, and any organization that serves teacher educators.

Author: Drew Polly
Publisher: IAP
ISBN: 1648028705
Category : Education
Languages : en
Pages : 711

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Book Description
National and international teacher education organizations and scholars have called for an increased emphasis on clinical practice in educator preparation programs. These recommendations include specific efforts to increase the duration, diversity, and quality of experiences that teacher candidates engage in during their time in P-12 schools while earning their teaching license. This book includes a robust set of chapters that include conceptual, theoretical, and empirical chapters related to innovative approaches in clinical practice in educator preparation. Authors include teacher educators from around the United States and Canada from a variety of types of higher education institutions. The book provides readers with examples, evidence, and ideas to thoughtfully consider their future direction in examining, planning, and implementing clinical practice experiences for teacher candidates.

Author: David T. Marshall
Publisher: Rowman & Littlefield
ISBN: 1793651442
Category : Education
Languages : en
Pages : 307

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Book Description
COVID-19 and the Classroom: How Schools Navigated the Great Disruption presents social science research that explores how schools navigated the disruption caused by the COVID-19 pandemic from March 2020 through the 2020-21 school year. This book also serves as a history book, documenting what this period was like for those involved in the enterprise of educating children. The book is divided into three sections, allowing for an in-depth exploration of the pandemic’s impact. The first section examines how teachers, parents, and school leaders experienced the pandemic, including what this looked like when schools first closed for in-person instruction. Part two explores how schools reopened, both in the United States and abroad, and discusses the trade-offs associated with these decisions. This section also explored how private schools fared and the rise of “pandemic pods”. The book concludes with a look at how a range of teacher preparation programs continued their work in uncertain times. This volume represents one of the first to share scholarship on how schools negotiated the COVID-19 crisis.

Author: Brian P. McCall
Publisher: Taylor & Francis
ISBN: 0429511132
Category : Business & Economics
Languages : en
Pages : 617

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Book Description
The economics of education is a burgeoning area of study, employing increasingly sophisticated analytical tools to answer questions with high societal impact. Thus, the aim of this handbook is to provide readers with an up-to-date overview of the current state of the field of the economics of education and its main areas of research. This comprehensive handbook provides an authoritative overview of key theoretical and policy areas, covering topics like econometric methods for education economics, returns to education, competition in education provision, education and economic growth, and education and inequality. It reviews the current state of research from early childhood through postgraduate education as well as adult education and life-long learning. Offering a truly international perspective, the handbook benefits from a global group of contributors and attention to both developed and developing country contexts. The Routledge Handbook of the Economics of Education will be a valuable resource for advanced students, researchers, and policymakers across economics, education, and public policy.

Author: Jennifer Jacobs
Publisher: IAP
ISBN: 1648024734
Category : Education
Languages : en
Pages : 339

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Book Description
Given the increasing diversity of the United States and students entering schools, the value of teacher learning in clinical contexts, and the need to elevate the profession, national organizations have been calling for a re-envisioning of teacher preparation that turns teacher education upside down. This change will require PK-12 schools and universities to partner in robust ways to create strong professional learning experiences for aspiring teachers. University faculty, in particular, will not only need to work?in?schools, but they will need to work?with?schools in the preparation of future teachers. This collaboration should promote greater equity and justice for our nation’s students. The purpose of this book is to support individuals in designing clinically based teacher preparation programs that place equity at the core. Drawing from the literature as well as our experiences in designing and coordinating award-winning teacher?education programs, we offer a vision for equity-centered, clinically based preparation that promotes powerful teacher professional learning and develops high-quality, equity-centered teachers for schools. The chapter topics include policy guidelines, partnerships, intentional clinical experiences, coherence, curriculum and coursework, university-based teacher educators, school-based teacher educators, teacher candidate supervision and evaluation, the role of research, and instructional leadership in teacher preparation. While the concepts we share are research-based and grounded in the empirical literature, our primary intention is for this book to be of practical use. We hope that by the time you finish reading, you will feel inspired and equipped to make change within your own program, your institution, and your local context. We begin each chapter with a “Before You Read” section that includes introductory activities or self-assessment questions to prompt reflection about the current state of your teacher preparation program. We also weave examples, a “Spotlight from Practice,” in the form of vignettes designed to spark your thinking for program improvement. Finally, we conclude each chapter with a section called “Exercises for Action,” which are questions or activities to help you (re)imagine and move toward action in the (re)design of your teacher preparation program. We hope that you will use the exercises by yourself, but perhaps more importantly, with others to stimulate conversations about how you can build upon what you are already doing well to make your program even better. Praise for (Re)Designing Programs: A Vision for Equity-Centered, Clinically Based Teacher Preparation: "Jennifer Jacobs and Rebecca West Burns’ book, “(Re)Designing Programs: A Vision for Equity-Centered, Clinically Based Teacher Preparation,” is a must-read for all teacher educators, especially those involved in the creation and/or direction of clinically based teacher education programs. Their text provides a roadmap for higher education and school-based teacher educators to collaboratively design a program that prepares teachers to meet the needs of future students. They not only redefine the terms and language we use within clinical practice programs but also encourage us to reflect upon how teachers should be prepared in an equity-centered, clinically based teacher education program. Their text deserves to be on the book shelves of all teacher educators." - D. John McIntyre

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.

Author: Erica D. McCray
Publisher: Routledge
ISBN: 1136726322
Category : Education
Languages : en
Pages : 728

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Book Description
Compilations of research on teacher preparation often include no more than a cursory mention of the specific roles and needs of special education teachers. Although the work that special education teachers perform does indeed differ from the work of classroom teachers, teacher preparation in the two fields has much in common. The purpose of this seven-part handbook is to expand our knowledge of teacher education broadly by providing an in-depth look at the most up-to-date research on special education teacher preparation. Opening chapters ground the collection in political and economic context, while subsequent sections delve deeply into issues related to the current state of our special education workforce and offer insights into how to best prepare and sustain that workforce. Ultimately, by illuminating the particularities of special education teacher preparation, this landmark handbook addresses the state of current research in the field and sets an agenda for future scholarship.

Author: Linda Darling-Hammond
Publisher: John Wiley & Sons
ISBN: 1119461162
Category : Education
Languages : en
Pages : 640

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Book Description
Based on rapid advances in what is known about how people learn and how to teach effectively, this important book examines the core concepts and central pedagogies that should be at the heart of any teacher education program. Stemming from the results of a commission sponsored by the National Academy of Education, Preparing Teachers for a Changing World recommends the creation of an informed teacher education curriculum with the common elements that represent state-of-the-art standards for the profession. Written for teacher educators in both traditional and alternative programs, university and school system leaders, teachers, staff development professionals, researchers, and educational policymakers, the book addresses the key foundational knowledge for teaching and discusses how to implement that knowledge within the classroom. Preparing Teachers for a Changing World recommends that, in addition to strong subject matter knowledge, all new teachers have a basic understanding of how people learn and develop, as well as how children acquire and use language, which is the currency of education. In addition, the book suggests that teaching professionals must be able to apply that knowledge in developing curriculum that attends to students' needs, the demands of the content, and the social purposes of education: in teaching specific subject matter to diverse students, in managing the classroom, assessing student performance, and using technology in the classroom.