Author: Margaret E. GoertzPublisher:
ISBN:
Category : Education and state
Languages : en
Pages : 212
Book Description
The Impact of State Policy on Entrance Into the Teaching Profession
Author: Margaret E. GoertzPublisher:
ISBN:
Category : Education and state
Languages : en
Pages : 212
Book Description
The Impact of State Policy on Entrance Into the Teaching Profession
Author: Margaret E. GoertzPublisher:
ISBN:
Category : Education and state
Languages : en
Pages : 192
Book Description
The Impact of State Policies on Entrance Into the Teaching Profession
Author: Margaret E. GoertzPublisher:
ISBN:
Category : Education and state
Languages : en
Pages : 52
Book Description
Advancing Human Assessment
Author: Randy E. BennettPublisher: Springer
ISBN: 3319586890
Category : Education
Languages : en
Pages : 717
Book Description
This book is open access under a CC BY-NC 2.5 license. This book describes the extensive contributions made toward the advancement of human assessment by scientists from one of the world’s leading research institutions, Educational Testing Service. The book’s four major sections detail research and development in measurement and statistics, education policy analysis and evaluation, scientific psychology, and validity. Many of the developments presented have become de-facto standards in educational and psychological measurement, including in item response theory (IRT), linking and equating, differential item functioning (DIF), and educational surveys like the National Assessment of Educational Progress (NAEP), the Programme of international Student Assessment (PISA), the Progress of International Reading Literacy Study (PIRLS) and the Trends in Mathematics and Science Study (TIMSS). In addition to its comprehensive coverage of contributions to the theory and methodology of educational and psychological measurement and statistics, the book gives significant attention to ETS work in cognitive, personality, developmental, and social psychology, and to education policy analysis and program evaluation. The chapter authors are long-standing experts who provide broad coverage and thoughtful insights that build upon decades of experience in research and best practices for measurement, evaluation, scientific psychology, and education policy analysis. Opening with a chapter on the genesis of ETS and closing with a synthesis of the enormously diverse set of contributions made over its 70-year history, the book is a useful resource for all interested in the improvement of human assessment.
Teacher Education Policy in the States
Author: Publisher:
ISBN: 9780893330873
Category : Teachers
Languages : en
Pages : 147
Book Description
This publication updates information from prior surveys of the 50 states and the District of Columbia in the areas of: (1) standards (authorize measures of quality or competency that affect the teaching profession); (2) standards boards (any official state entity that may recommend or establish standards for program approval and for the issuance of licenses); (3) minority teacher recruitment (state-sponsored studies, proposals, legislation, or programs that address the problem of a decline in the number of minorities entering the teaching profession); (4) clinical/field experiences (student teaching or a similar activity); and (5) requirements for entry into and exit from teacher preparation programs. Regular and alternative preparation for licensure is described and options are organized into three categories: requirements for a regular license (those state standards that must be met to earn an initial or advanced teaching credential); emergency or shortage-driven credentials (the process by which a person who does not meet requirements for a regular license may be hired to fill a classroom vacancy when there is a shortage of qualified personnel); and nonshortage-driven alternative preparation for licensure (information on routes to be taken by nontraditional students that provide accelerated preparation for teaching). (LL)
The Impact of State and National Standards on K-12 Science Teaching
Author: Dennis W. SunalPublisher: IAP
ISBN: 1607524880
Category : Education
Languages : en
Pages : 453
Book Description
This book addresses the expectations toward the science standards of various stakeholders including students, parents, teachers, administrators, higher education science and science education faculty members, politicians, governmental and professional agencies, and the business community. This book also investigates how the science standards have been translated into practice at the K-12 school district level, addressing issues around professional development, curriculum, assessment/evaluation, and accountability. The fundamental questions to be addressed are: (1) What is the response in terms of trends and patterns, of the educational system to the introduction of the national and state science standards since the late 1980’s? and (2) What is the impact of the introduction of the science standards on teachers, classrooms, and students?
State Teacher Policy Yearbook
Author: National Council on Teacher QualityPublisher:
ISBN:
Category :
Languages : en
Pages : 130
Book Description
The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Texas edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers could make improvements to benefit both students and teachers. This policy evaluation is broken down into six areas that include a total of 27 goals. Broadly, these goals examine the impact of state policy on the preparation, certification, licensure, compensation and effectiveness of teachers across the elementary, secondary and special education spectra. Texas' progress toward meeting these goals is summarized. Overall, Texas has done a good job in meeting some of NCTQ's goals, but there is still room for improvement in several areas. Texas completely missed four goals, met a small portion of nine, partially met four, nearly met four and fully met six--including one best practice designation. Texas' best performance is in Area 2, "Teacher Licensure." The state has the most work to do in Area 4, "State Approval of Teacher Preparation Programs." Texas stands out for the clarity and specificity of its professional knowledge standards for teachers. They are among the best in the nation, and Texas earns a best practice designation for this policy. While Texas is commended for its wide usage of alternate routes to certification, its routes fall short because of low admissions standards, insufficient support for new teachers and excessive coursework requirements. The state should consider requiring preparation programs to administer a basic skills test as a criterion for admission and base its approval of programs on measures that focus on the quality of the teachers they produce. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Detailed rationale and "Food for Thought" for each area and corresponding goal are appended. (Contains 72 figures.) [Additional funding for this first edition of the "State Teacher Policy Yearbook" was provided by the Achelis Foundation, Bodman Foundation, Daniel's Fund, Fisher Family Foundation, Gleason Foundation, and The Teaching Commission. This state report is part of NCTQ's State Teacher Policy Yearbook series. For the national summary, see ED506661.].
Black Issues in Higher Education
Author: Teachers Versus the Public
Author: Paul E. PetersonPublisher: Brookings Institution Press
ISBN: 0815725523
Category : Business & Economics
Languages : en
Pages : 194
Book Description
A comprehensive exploration of 21st Century school politics, Teachers versus the Public offers the first comparison of the education policy views of both teachers and the public as a whole, and reveals a deep, broad divide between the opinions held by citizens and those who teach in the public schools. Among the findings: - Divisions between teachers and the public are wider and deeper than differences between other groups often thought to contest school policy, such as Republicans and Democrats, the young and the old, the rich and the poor, or African Americans and whites. - The teacher-public gap is widest on such issues as merit pay, teacher tenure reform, impact of teacher unions, school vouchers, charter schools, and requirements to test students annually. - Public support for school vouchers for all students, charter schools, and parent trigger laws increases sharply when people are informed of the national ranking of student performance in their local school district. - Public willingness to give local schools high marks, its readiness to support higher spending levels, and its support for teacher unions all decline when the public learns the national ranking of their local schools. - On most issues, teacher opinion does not change in response to new information nearly as much as it does for the public as a whole. In fact, the gap between what teachers and the public think about school reform grows even wider when both teachers and the public are given more information about current school performance, current expenditure levels, and current teacher pay. The book provides the first experimental study of public and teacher opinion. Using a recently developed research strategy, the authors ask differently worded questions about the same topic to randomly chosen segments of representative groups of citizens. This approach allows them to identify the impact on public opinion of new information on issues such as student performance and school expenditures in each respondent's community. The changes in public opinion when citizens receive information about school performance are largest in districts that perform below the national average. Altogether, the results indicate that support for many school reforms would increase if common core state standards were established and implemented in such a way as to inform the public about the quality of their local schools. These and many other findings illuminate the distance between teacher opinions and those of the public at large. About the Research: In partnership with the Harvard Program on Education Policy and Governance and the journal, Education Next, authors Paul E. Peterson, Martin West and Michael Henderson surveyed nationally representative samples of teachers and the public as a whole annually between 2007 and 2013.
Author: