Search results for: National standards
Page 2/3 24 items
Preservice Elementary Teachers’ Understandings of Competing Notions of Academic Achievement Coexisting in Post-NCLB Public Schools
In this article, the authors focus on the coexisting discourses of academic achievement circulating within in the participants’ teaching credential preparation experience. Analysis and interpretation of the participants’ transcripts revealed the presence of two separate, distinct discourses, both of which shared the name academic achievement. The first notion, called “academic progress”, reflects a developmental viewpoint. In this perspective, students are understood to have experienced academic achievement when they demonstrate levels of skill and knowledge more advanced than they held previously. The second notion, called “academic success”, reflects a mastery orientation. In this perspective, students are understood to be achieving academically when they master the knowledge and skills designated for their grade level at an appropriate pace.
Updated: May. 20, 2014
This article considers the impact of recent political decisions on the provision of teacher education and the continuing development of teachers in England. The author tracks how successive governments have changed the requirements necessary to become a teacher as circumstances have changed in the country. The author also considers the impact of these changes on higher education institutions.
Updated: Mar. 25, 2014
This article describes the process undertaken by a higher education consortium of faculty with expertise in low incidence disabilities from across institutions of higher education in Kentucky to address the challenge of supporting 1st year teachers when assigned mentors and administrators who do not have expertise in this area. This consortium addressed this challenge by creating two documents: (a) an alignment of state standards to professional standards and (b) an addendum to the state internship materials.
Updated: Feb. 19, 2014
The current study examines motivational factors of teachers who have achieved a national standard of professionalization. The participants were 453 National Board certified teachers in the United States. Five motivators were found: improved teaching, financial gain, collaboration, self and external validation.
Updated: Dec. 06, 2011
National Educational Technology Standards and Technology Beliefs and Practices of Social Studies Faculty: Results From a Seven-Year Longitudinal Study
This article describes the third administration of a survey of technology use among social studies teacher education faculty members across United States. The study explores the beliefs, practices, and efficacy of social studies faculty members in terms of instructional technology use. The findings demonstrate that familiarity with the National Educational Technology Standards, as well as confidence with technology, are related to the frequency and type of technology that social studies faculty members utilize in their courses.
Updated: Aug. 23, 2011
Accomplishing the Visions for Teacher Education Programs Advocated in the National Science Education Standards
The goal of this study was to explore the advantages of an approach to instruction. The authors used current problems and issues as curriculum organizers and illustrated how teaching must change to accomplish real learning. The participants were preservice science teachers who took science discipline-specific courses as one part of a total science teacher education program at a large Midwestern university. Students were involved with idea generation, consideration of multiple points of views, collaborative inquiries, and problem solving.
Updated: May. 10, 2011
Stating the Obvious: The European Qualifications Framework is not a Neutral Evidence-Based Policy Tool
The goal of this paper is to denaturalize the European Qualifications Framework (EQF) discourse through a discursive reading of the EQF policy and a review of research on national qualifications frameworks in a number of primarily Anglo-Saxon countries. The author argues that the EQF policy is not neutral, nor is there evidence to substantiate the claim that the EQF is a case of policy learning from ‘good practice’.
Updated: Jan. 23, 2011
The purpose of this investigation was to investigate whether specific questions posed in the Portfolio section of the National Board Certification process for special education teachers were difficult for a sample of candidates to understand and whether this difficulty resulted in receiving satisfactory evaluations. The sample included teachers from Wyoming and North Carolina. The data suggested that the wording of three of the questions in the first entry of the portfolio was unclear to the candidates and was responsible in part for their unsatisfactory performance.
Updated: Oct. 29, 2010
The Southern Regional Education Board (SREB) and the National Education Association (NEA) published in 2006 the “Online teachers’ perceptions of online teaching standards”. Interviews with two teachers from each of the four online schools were studied following an online survey of 49 online teachers from these schools. Overall, participants reported that both sets of standards as being important but found the NEA standards to be slightly more relevant to their practice. The article concludes with recommendations for policy and research.
Updated: Oct. 12, 2010
In this paper, the author discusses the importance of defining generic competences in alignment with the European definitions. As a case study the generic competences defined by Laurea University of Applied Sciences are compared with European definitions of generic competences. The comparative matrix of generic competences enhances the comparison of learning outcomes in higher education institutions, facilitates credit transfer and the acknowledgement of prior learning.
Updated: Jun. 29, 2010