eric.ed.gov har udgivet: The 1989 Charlottesville Education Summit of the nation’s governors resulted in the National Education Goals which describe six priorities (readiness for school; high school completion; student achievement; world leadership in science and math; adult literacy; and safe, disciplined, and drug free schools) for public schools to achieve by the year 2000. As originally written, the goals did not include a distinct role for higher education nor did they acknowledge the importance of teachers to their success. Policy makers have begun to address the omission and have proposed an additional goal that calls for teachers to “have access to programs for the continued improvement of professional skills.” This digest highlights initiatives taken by the teacher education community in support of achieving the goals. For example, the American Association… Continue Reading →
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eric.ed.gov har udgivet: In an effort to explore significant supply and demand variables that affect the teacher labor market in the Southeast, a qualitative research study was undertaken to examine the market patterns of initial career choice, position availability, recruitment and selection, turnover, and mobility of public school teachers. An ethnographic investigation of schools or departments of education at six universities and six school systems in two southeastern states used document analysis, on-site observation, and interviewing to collect data for analysis of labor market variables. Five categories of inquiry guided the study: (1) background and contextual variables; (2) position availability, need, and turnover; (3) paths to education and teaching; (4) identification, recruitment, and selection of teachers; and (5) employment conditions and teacher alternatives. Following a review of the related literature… Continue Reading →
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eric.ed.gov har udgivet: A survey of prospective teachers’ beliefs about teaching mathematics and writing to diverse learners was conducted for the purpose of improving teacher education programs. Respondents were 319 elementary education students, 71 prospective secondary math teachers, 52 prospective teachers of secondary English, 23 noneducation math majors, and 19 noneducation English majors. Although there is much diversity between and among the subjects, there were some areas of consensus. In answering questions about student diversity, the respondents did not endorse stereotypes about gender differences or differences in content appropriate for students from different family backgrounds. In responding to questions about what would be helpful in learning to teach, they gave the expected endorsement of experience, as well as high ratings for classes of questions about generic and subject-specific teaching methods.… Continue Reading →
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eric.ed.gov har udgivet: In 1998, Congress reauthorized and amended the “Higher Education Act of 1965 (HEA)”, creating, under Title II, the Teacher Quality Enhancement Grants Program for States and Partnerships. One initiative under this amendment, the partnership grants program, funded partnerships among colleges of education, schools of arts and sciences, and local school districts. Congress designed the partnership initiative as one of several pre-“No Child Left Behind Act (NCLB)” efforts to support accountability for teacher preparation and to improve the work of teacher-preparation programs. It was anticipated that the collaboration among the partners would result in the successful implementation of reforms holding teacher-training programs accountable for producing high-quality teachers and providing sustained and quality preservice field experiences and professional development opportunities. This evaluation report focuses on the 25 grantees of… Continue Reading →
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eric.ed.gov har udgivet: The conceptual foundation for remedial education is straightforward: students are tested to determine whether they meet a given level of academic proficiency for college-level classes. For those who do not meet this level, deficiencies in skills are addressed through some form of supplementary instruction, most often remedial courses. The study summarized in this Brief employs a quasi-experimental design to examine remedial enrollment and outcomes of community college students throughout the state of Florida. Results of the study suggest that as a means for addressing the needs of under-prepared students, remediation has both benefits and drawbacks. After controlling for noncompliance and endogenous sorting around the placement test cutoff score, students on the margin of requiring math remediation were slightly more likely to persist to their second year. Similarly,… Continue Reading →
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eric.ed.gov har udgivet: Countless reports have analyzed the impact of the No Child Left Behind Act of 2001 on teacher quality and student achievement. What many of these reports truly leave behind, however, is the reality that state governments–not the federal government–have the strongest impact on the work of America’s 3.1 million teachers. With that in mind, three years ago the National Council on Teacher Quality (NCTQ) began the process of analyzing states’ teacher policies. NCTQ analysts sifted through tens of thousands of pages of state codes, regulations and rules, regularly corresponding with state officials who graciously provided their important knowledge and perspectives. The “State Teacher Policy Yearbook” is the first project of its kind to provide a 360-degree detailed analysis of any and every policy that states have that… Continue Reading →
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eric.ed.gov har udgivet: The nation’s higher goals for student learning in mathematics cannot be reached without improved teacher capacity. To accomplish these goals an analysis of current teacher preparation in mathematics is necessary, along with the development of an agenda for improvement. Based on groundwork laid during a meeting in Washington, D.C. in March 2007, the eight members of this study’s Mathematics Advisory Group guided the National Council on Teacher Quality’s evaluation of the mathematics preparation of elementary teachers. The Mathematics Advisory Group consists of mathematicians and distinguished teachers with a long history of involvement in K-12 education. The study sample included 77 institutions representing programs of all types and in 49 states and the District of Columbia (excluding Alaska), constituting more than 5 percent of those institutions offering undergraduate… Continue Reading →
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eric.ed.gov har udgivet: One can’t throw a stone without hitting a STEM initiative these days, but most science, technology, engineering, and math initiatives–thus the STEM acronym–overlook a fundamental problem. In general, the workforce pipeline of elementary school teachers fails to ensure that the teachers who inform children’s early academic trajectories have the appropriate knowledge of and disposition toward math-intensive subjects and mathematics itself. Prospective teachers can typically obtain a license to teach elementary school without taking a rigorous college-level STEM class such as calculus, statistics, or chemistry, and without demonstrating a solid grasp of mathematics knowledge, scientific knowledge, or the nature of scientific inquiry. In this report, the authors focus on the selection and preparation of elementary school teachers, most of whom will be required to teach mathematics and science… Continue Reading →
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