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TNE Virtual Library
Design
Principle B:
Engagement
with the Arts & Sciences
1.
Subject Matter Understanding
2.
General and Liberal Education
Developing
Knowledgeable Teachers: A Framework for Standards-Based Teacher
Education Supported by Institutional Collaboration
American Association of Colleges for Teacher Education
2003
(available for purchase through AACTE)
"Drawn from the experiences of campuses participating in the
Standards-based Teacher Education Project (STEP)TM, this report
describes the process of creating a standards-based teacher education
program through collaboration among arts and sciences, education, and
P-12 faculty and administrators. STEP is a multistate initiative to
help
universities redesign their teacher preparation programs to ensure that
teacher candidates have the content knowledge and pedagogical skills to
support P-12 standards."
The
Full Circle: Building a Coherent Teacher Preparation System.
The Report of the NASBE Study Group on Coordination and Accountability
in Teacher Education
Carla Claycomb,
Jeanne Pecori
National Association of State Boards of Education
October 2002
“More and more, teachers, policymakers, parents, and others are
realizing that student achievement need not be prescribed by
socioeconomic status, parent involvement, or race and ethnicity; on the
contrary, recent evidence makes clear that regardless of the factors
that students bring to school, good teachers measurably increase
student
learning, and good schools foster high levels of student achievement in
large part because of the quality of their teachers. As a matter of
fact, teacher quality may be one of the most significant factors in
student achievement.”
Defining
"Highly Qualified Teachers": What Does "Scientifically Based Research"
Actually Tell Us?
Linda
Darling-Hammond, Peter Youngs
Educational Researcher (Vol. 31, No. 9)
December 2002
"In this report titled 'Meeting the Highly Qualified Teachers
Challenge' the Secretary essentially argues for the dismantling of
teacher education systems and the redefinition of teacher
qualifications
to include little preparation for teaching. . . The report suggests
that its recommendations are based on 'solid research.' However, none
of these arguments has strong empirical support, and the report does
not cite the scientific literature that addresses them."
Measuring
the Content of Instruction: Uses in Research and Practice
Andrew C. Porter
Educational Researcher (Vol. 31, No. 7)
October 2002
"This article describes tools for measuring the content of instruction,
the content of instructional materials, and the alignment between
these.
Illustrative findings about the use of these tools are reported, and
possible additional uses, both for research and practice, are
discussed. The validity of data produced through use of these tools is
found to be quite good. An agenda for future work is
sketched both for improvement of the quality and
versatility
of the tools and for use of the tools in research and practice."
Teacher Inequality: New
Evidence on Disparities in Teachers' Academic Skills.
Andrew J. Wayne.
Education Policy Analysis Archives (Vol. 10, No. 30)
June 13, 2002
“When discussing the teacher quality gap, policy makers have tended to
focus on teacher certification, degrees, and experience. These
indicators have become key benchmarks for progress toward equality of
educational opportunity, in part for lack of additional teacher quality
indicators. This article turns attention to teachers' academic skills.
National data on teachers' entrance examination scores and college
selectivity reveal substantial disparities by school poverty level. The
findings commend attention to the gap in academic skills in the
formulation of future policy and research on the teacher quality gap.”
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