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TNE Virtual Library
Issues to be Addressed Jointly by Faculties
in Education and Arts & Sciences
a. Pedagogical Content Knowledge
b. Literacy/Numeracy
c. Elementary and Middle School Education
d. Technology
e. Cultural Considerations in Teaching and Learning
f. Recruitment of Under-represented Groups
into
Teaching
g. Late Deciders in an Undergraduate Program
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."
Teacher
Preparation (Assessing Teacher Quality, Administrative Support,
Standards-Based Teacher Preparation)
Basic Education (Vol. 46, No. 10)
June 2002
“This issue of Basic Education is devoted to the preparation of
teachers by university-based education programs. Our contributors are
all committed to the improvement of these programs, and each suggests
strategies for doing so. If no child is to be left behind, then every
teacher must know the content of the subjects they teach. They must
also know how to teach the subject so that all their students learn
what they need in order to meet 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."
Improving
Teaching Quality: A Toolkit for Campus Leaders
National Commission
for Teaching and America’s Future
February 2002
“Welcome to the Campus Leaders' Online Toolkit for Improving Teaching
Quality. In this section of our Web site, we provide a set of tools and
resources to help college and university presidents improve the quality
of teacher education policies and practices within their institutions.
While this toolkit is primarily intended to be a resource for campus
leaders, the information presented here will also be useful to anyone
interested in the development of high-quality teacher preparation
programs. This online toolkit is the result of collaboration among the
National Commission on Teaching & America's Future (NCTAF), the
American Council on Education (ACE) and the American Association of
State Colleges and Universities (AASCU). Funding for the development of
this resource was provided by the Carnegie Corporation of New York.”
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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