The Role of the State in Performance-based Teacher Education-certification PDF Download

Author: Robert A. Roth
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 38

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Author: Robert A. Roth
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 28

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Author: Robert A. Roth
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 48

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Author: Michael W. Kirst
Publisher: Washington : American Association of Colleges for Teacher Education
ISBN:
Category : Education
Languages : en
Pages : 52

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Author: William F. Donny
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 114

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Author: National Research Council
Publisher: National Academies Press
ISBN: 9780309056922
Category : Education
Languages : en
Pages : 94

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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: Michael F. Shugrue
Publisher: Washington : American Association of Colleges for Teacher Education
ISBN:
Category : Education
Languages : en
Pages : 40

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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1108

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Author: Joel L. Burdin
Publisher: Washington : ERIC Clearinghouse on Teacher Education
ISBN:
Category : Teachers
Languages : en
Pages : 158

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This report provides information, ideas, and interpretation on a major national effort to change teacher certification patterns, which is in turn part of a larger context surrounding "accountability." In part derived from a growing concern on the part of educational leaders on the growing complexity of teaching. The time is rapidly approaching when it will no longer be possible to evaluate the qualifications of teachers by reviewing a college transcript. It will be necessary to identify specific skills, knowledge, and attitudes which teachers are expected to possess. These competencies will need to be identified, and quantified and recorded. It follows that colleges, public school systems, and state agencies must develop techniques for exactly that.

Author: W. Robert Houston
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 160

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