Search results for: Teacher education programs
Page 9/36 360 items
Influence of Motivation Theory and Supplemental Workshops on First-Time Passing Rates of HBCU Teacher Candidates
The action research methodology for this study reports findings from the performance of 19 Early Childhood Education African American teacher candidates matriculating through a state-approved program at an HBCU. The action researchers suggest that continued research and a larger sample size is needed to provided empirical evidence of the causal variables and factors that affect candidate performance on the examination. However, the observed phenomena and semi-structured follow-up reflections of the first-time passers may promote evidence of Maslow’s motivation theory in practice and the intrinsic love for teaching by the candidates who participated in the treatment and successfully passed the test.
Updated: Jan. 25, 2016
This is the second of a two-part paper intended to offer teacher educators a cohesive overview of the field of research on teacher preparation by identifying, analyzing, and critiquing its major programs. The paper discusses research on teacher preparation for the knowledge society and research on teacher preparation for diversity and equity. The authors describe the multiple clusters of studies comprising each of these programs of research and examine the social practices in which researchers engaged within one cluster selected from each.
Updated: Dec. 28, 2015
This article that aims to chart the contemporary landscape of research on teacher preparation and certification. It is based on a review of more than 1,500 studies published between 2000 and 2012. The framework combines ideas from the sociology of knowledge and research as social practice. The article also examines the practices of researchers who are differently positioned from one another, have divergent purposes and audiences, and who work both inside and outside teacher education.
Updated: Dec. 28, 2015
This paper aims to present the new National Science Teachers Association–Standards for Science Teacher Preparation (NSTA–SSTP). The Council for the Accreditation of Educator Preparation (CAEP) is the new national accreditation organization for programs of education. NSTA collaborates with CAEP to establish content specific standards for the evaluation of science education programs.
Updated: Dec. 27, 2015
In this article, the authors analyses the history of teacher education in Australia from 1974 to the current policy moment. Teacher education is, and has been, a highly scrutinised domain in Australia. Since the 1970s, teacher educators have seen more than 100 reviews of teacher education in Australia, with another one recently announced in 2014. The author discusses three phases in the growth and development of teacher education in the past 40 years by considering the ways in which teacher education (and teaching) has been thought about at various points in time and analysing the related policies for funding governance and regulation.
Updated: Dec. 23, 2015
Do Student Achievement Outcomes Differ Across Teacher Preparation Programs? An Analysis of Teacher Education in Louisiana
This study describes the output of 1 year’s analyses of a systematic approach to examining student achievement outcomes for recent program completers across teacher preparation programs (TPPs) in Louisiana. Results demonstrated considerable overlap in CI between programs, with some programs having coefficients whose CI did not overlap with substantive anchors such as the average new teacher or the average experienced certified teacher in that content domain with either a 68% or a 95% CI.
Updated: Dec. 21, 2015
Using Evidence for Teacher Education Program Improvement and Accountability: An Illustrative Case of the Role of Value- Added Measures
In this article, the authors consider what can be learned from limited forms of evidence, for purposes of accountability and program improvement. They focus on examining whether differences in teacher value-added scores exist by type of teacher preparation institution attended and years of teacher experience.This study shows that there is potential in using value-added models as an additional form of evidence that can inform our understanding of the effectiveness of teacher preparation programs in producing teachers who can positively affect student learning. The authors concludes by arguing for collective responsibility among teacher education institutions, professional organizations, and state and local agencies as they respond to the demand for increased accountability.
Updated: Dec. 16, 2015
The present study focuses on the improvement of pre-service teachers’ self-efficacy for teaching science by including science courses within the teacher training program. The authors conclude that the science teaching self-efficacy of pre-service teachers, in particular, improved during years 1 and 2, and not during years 3 and 4. Higher levels of self-rated subject-matter knowledge and science teaching experience in primary schools both contributed to higher levels of personal self-efficacy for science teaching. Differences at the university level in courses taken during the first year between science content courses and science methods courses also influenced the pre-service teachers’ development of science teaching self-efficacy.
Updated: Dec. 07, 2015
This paper outlines the diffusion of one such pedagogy from medical to teacher education. Implemented in five different teacher preparation programs, simulation data highlight design principles and resulting outcomes for general scholastic and subject-specific problems of practice.
Updated: Dec. 06, 2015
People use mobile technologies to navigate personal, social, and career responsibilities. Educators recognize the instructional potential of mobiles and are seeking ways to effectively utilize these technologies in support of learning. This article contributes to the literature by summarizing emerging evidence and offering case-based suggestions for effectively integrating mobiles in classrooms.
Updated: Nov. 26, 2015