Author: Richard AlvaradoPublisher:
ISBN:
Category :
Languages : en
Pages : 238
Book Description
Teacher Preparation Effectiveness of an Alternative Certification Program as Perceived by Campus Administrators in the Education Service Center, Region 2, Texas
Author: Richard AlvaradoEducational Leadership
Author: Carolyn S. CarrPublisher: R&L Education
ISBN: 9781578861729
Category : Education
Languages : en
Pages : 376
Book Description
The twelfth annual yearbook of the National Council of Professors of Educational Administration represents the latest work and research of NCPEA members, who include both professors and practitioners of educational leadership. This collection of essays represents the current thinking in educational administration and principal preparation, and is an excellent resource for leadership preparation programs.
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 548
Book Description
Abstracts of dissertations available on microfilm or as xerographic reproductions.
The Alternative Certification of Teachers
Author: ERIC Clearinghouse on Teacher Education, Washington, DC.Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 204
Book Description
Criticisms of teacher education, the low economic and political costs of trying to reform schools by reforming teacher education, along with the difficulty of filling some teaching positions with persons certified in traditional ways, have fueled a movement to create alternative routes to teacher certification in the vast majority of states. This monograph seeks to inform the ongoing policy debate over when and for what purposes alternative certification of teachers should be employed and to develop lessons that might lead to increasing the effectiveness of both alternative certification and traditional programs of teacher preparation. Following an introduction, the publication consists of six articles: (1) "The Theory and Practice of Alternative Certification: Implications for the Improvement of Teaching" (Willis D. Hawley); (2) "Alternative Certification in Connecticut: Reshaping the Profession" (Traci Bliss); (3) "Alternative Certification: State Policies in the SREB (Southern Regional Education Board) States" (Lynn M. Cornett); (4) "Los Angeles Unified School District Intern Program: Recruiting and Preparing Teachers for an Urban Context" (Trish Stoddart); (5) "Teaching and Knowledge: Policy Issues Posed by Alternate Certification for Teachers" (Linda Darling-Hammond); and (6) "The Place of Alternative Certification in the Education of Teachers" (Gary D. Fenstermacher). Selected references for each chapter are included. (LL)
Alternative Certification for Teachers
Author: Resources in Education
Author: American Doctoral Dissertations
Author: Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
Book Description
Teacher Perceptions of a National Alternative Certification Program's Preparation Process: Providing Equitable Student Experiences
Author: Terica E. ButlerPublisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Due to the proliferation of alternative teacher certification programs and the limited qualitative research on Teach for America’s (TFA’s) teacher preparation programs, the current study is an exploration of the program’s effectiveness in preparing high-quality teachers to serve in historically marginalized communities. Alumni of TFA have significantly impacted urban school districts, national policy and legislation, and the narrative on the traditional preparation of teachers from grades kindergarten to 12. In the current study, a phenomenological research method was used to explore the experiences of Teach for America alumni; data were collected via online surveys, a series of three semistructured interviews, and internal organizational documents. The primary goal of the study was to identify the ways in which TFA’s tenets and practices prepare alumni to provide minority students in urban school districts with equitable educational experience in comparison to districts without a significant number of Black and low-income students. Study results indicated that while TFA’s policies are intended to eradicate educational inequity, the organization’s practices tend to generate outcomes that further exacerbate inequity for historically marginalized students in urban schools. Well-intentioned participants lacked initial and on-going culturally relevant coursework and strategic community engagement experiences, but benefited from the job-embedded support and TFA’s alumni network. It is recommended that Teach For America address the disconnection between their stated polices and existent outcomes in districts and schools. .
Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards
Author: National Research CouncilPublisher: National Academies Press
ISBN: 9780309056922
Category : Education
Languages : en
Pages : 94
Book Description
In February, 1996, representatives of departments of education and major teacher education colleges in 39 states, the District of Columbia, the U.S. Virgin Islands, and the U.S. Department of Defense met at the National Academy of Sciences in Washington, D.C. to identify and discuss issues surrounding the preparation and credentialing of science teachers. Central to this symposium were the criteria identified by the National Science Education Standards for effective science teaching and effective professional development for science teachers. This synopsis is intended to encourage reflection by participants and their colleagues at the state level on the issues identified, reactions to those issues from a variety of perspectives, and strategies for addressing those issues as outlined by others. Responses include: (1) "The Need for Scientifically Literate Teachers" (Bruce Alberts); (2) "The Need for Reform in State Policy" (William Randall); (3) "The Need for Reform in Teacher Preparation Programs" (Robert Watson); (4) "Implications of the Standards for Teacher Preparation and Certification" (Pascal Forgione); (4) "Response to Dr. Forgione" (Angelo Collins); (5) "The Standards: A Guide for Systemic Reform" (Rodger Bybee); (6) "The Standards: A Guide for Professional Development" (Susan Loucks-Horsley); (7) "The Montana Systemic Teacher Education Preparation Project" (Robert Briggs and Elizabeth Charron); (8) "The Louisiana Collaborative for Excellence in the Preparation of Teachers" (Kerry Davidson, William Deese, Linda Ramsey, and Carolyn Talton); (9) "The Connecticut Science Education Assessment Program" (Michal Lomask and Raymond Pecheone); (10) "Reflections on Pre-service Education and Teachers' Needs" (William Badders and Celeste Pea); (11) "Response to the Teachers' Comments" (Arthur Wise); (12) "A Science Educator's Perspective on Teacher Education" (Paul Kuerbis); (13) "The Role of Undergraduate Science Courses in Teacher Preparation" (Patricia Simpson); (14) "A Principal's Perspective on the K-12 School's Role in Preparing Teachers" (Mary Ann Chung); (15) "A Perspective on the State's Role: Motivation and Policy" (William Randall); (16) "Concern, Collaboration, Coordination, and Communication" (Jane Butler Kahle); (17) "Response to Dr. Butler Kahle from the State Perspective" (Terry Janicki); and (18) "Closing Remarks and Challenge for Next Steps" (Virginia Pilato). (ASK)
Author: