Teacher Education Programs in the United States PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Teacher Education Programs in the United States PDF full book. Access full book title Teacher Education Programs in the United States by Praeger (NA). Download full books in PDF and EPUB format.
Author: Praeger (NA) Publisher: Greenwood Publishing Group ISBN: 9780275981563 Category : Education Languages : en Pages : 487
Book Description
Teacher Education Programs in the United States is the only publication to offer, in one place, comprehensive information on the teacher education programs available in U.S. colleges and universities. Information includes accreditation of the programs, and the degrees and certification offered for students who complete the programs.
Author: Praeger (NA) Publisher: Greenwood Publishing Group ISBN: 9780275981563 Category : Education Languages : en Pages : 487
Book Description
Teacher Education Programs in the United States is the only publication to offer, in one place, comprehensive information on the teacher education programs available in U.S. colleges and universities. Information includes accreditation of the programs, and the degrees and certification offered for students who complete the programs.
Author: William J. Gephart Publisher: Springer Science & Business Media ISBN: 9400926758 Category : Education Languages : en Pages : 174
Book Description
In an age that dictates accountability and verifiability of educational programs, institutions of higher education are called on to justify their programs. To meet these demands, there is a need for improved methods for the evaluation of teacher education programs. More importantly, there is a need for the development of methods and procedures to conduct continuous and on-going evaluation that can aid the process of program improvement. Many institutions have had difficulties in developing and implementing satisfactory systems for conducting needed evaluation. In recent years the standards for the approval of teacher education programs in all of the states were strengthened as were the standards for approval by the National Council for the Accreditation of Teacher Education (NCATE). These revised standards put even more emphasis on accountability and the need for both summative and formative evaluation in a teacher education program. Tennessee Technological University has long been recognized as an institution with an exemplary project in program evaluation. As a result, in 1986, the state of Tennessee established at Tennessee Technological University, a Center for Teacher Education Evaluation. The Center began work in July 1986, on the development of models and systems for conducting teacher education program evaluation. To most, teacher education program evaluation is simple and straightforward. Evaluation includes a set of options, a set of criteria, data collection and interpretation, x and then use in meeting accountability needs.
Author: Susan L. Groenke Publisher: Springer Science & Business Media ISBN: 9781402095887 Category : Education Languages : en Pages : 251
Book Description
Susan L. Groenke and J. Amos Hatch It does not feel safe to be critical in university-based teacher education programs right now, especially if you are junior faculty. In the neoliberal era, critical teacher education research gets less and less funding, and professors can be denied tenure or lose their jobs for speaking out against the status quo. Also, we know that the pedagogies critical teacher educators espouse can get beginning K–12 teachers fired or shuffled around, especially if their students’ test scores are low. This, paired with the resistance many of the future teachers who come through our programs—predominantly White, middle-class, and happy with the current state of affairs—show toward critical pedagogy, makes it seem a whole lot easier, less risky, even smart not to “do” critical pedagogy at all. Why bother? We believe this book shows we have lots of reasons to “bother” with critical pe- gogy in teacher education, as current educational policies and the neoliberal discourses that vie for the identities of our own local contexts increasingly do not have education for the public good in mind. This book shows teacher educators taking risks, seeking out what political theorist James Scott has called the “small openings” for resistance in the contexts that mark teacher education in the early twenty-first century.
Author: Lydiah Nganga Publisher: IAP ISBN: 168123291X Category : Education Languages : en Pages : 329
Book Description
The primary purpose of this book is to serve as a resource in teacher preparation programs. It is also intended to serve as an instructional resource in P?12 education. The book will be especially useful in methods of teaching and foundational courses both at the elementary and secondary education levels. The book contains pertinent instructional topics, units and lessons in global education and social justice themes. The secondary purpose of this book is to serve as a resource for graduate students and researchers whose interest is global and social justice education. This unique book provides for an interdisciplinary approach to teacher education. Additionally, this book is intended to create a deeper sense of relevancy to issues of curriculum in teacher education. Together, global educators and social justice educators can forge pedagogical content knowledge that bridges the gap between affirming one's own identity and maintaining unity with the whole, thus exemplifying a robust notion of social justice. Consequently, content in this book will help pre?service teachers to gain confidence and deeper knowledge around issues of global interest, responsibilities and uncertainties associated with their role as teachers who will teach children within the intersection of local and international neighborhoods.
Author: Michael B. Paulsen Publisher: Springer Science & Business Media ISBN: 9400758367 Category : Education Languages : en Pages : 733
Book Description
Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor, and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology, and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.
Author: Jennifer E. Carinci Publisher: IAP ISBN: 1641139595 Category : Education Languages : en Pages : 277
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: Praeger (NA)
Author: Praeger (NA)
Author: William J. Gephart
Author: Tennessee. State Board of Education
Author: Susan L. Groenke
Author: 
Author: Lydiah Nganga
Author: Michael B. Paulsen
Author: Jennifer E. Carinci
Author: American Association of Colleges for Teacher Education
Author: 