Search results for: Federal government
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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
Averting Current and Future Special Education Faculty Shortages: Policy Implications and Recommendations
The federal government plays an indispensable role in preparing special education personnel to become teacher educators in higher education. The 2011 Special Education Faculty Needs Assessment study documents a continued supply–demand imbalance of special education faculty. It also documents effectiveness and impact of the Office of Special Education Program’s leadership (doctoral) preparation initiative.
Updated: Mar. 19, 2014
Does Moving to Better Neighborhoods Lead to Better Schooling Opportunities? Parental School Choice in an Experimental Housing Voucher Program
The present article uses mixed methods to explore the relationship between housing and school opportunities for low-income families given the chance to move to less poor communities through the federal Moving to Opportunity (MTO) housing voucher experiment. Quantitative analyses suggest that new housing opportunities did not generally translate into a larger increase in school quality because families did not secure housing in communities with the highest-performing schools. Qualitative findings explore how structural constraints and parenting practices interact to affect where children attend school.
Updated: Jun. 01, 2010
In light of the current federal intent to evaluate the Individuals with Disabilities Education Act Personnel Preparation program and the potentially high stakes of this evaluation, the purpose of this paper is to review previous evaluation studies and offer recommendations for the future. The authors present a summary of previous efforts and pose issues and questions for those who seek to understand the impact of the program. Furthermore, they provide recommendations for future research.
Updated: Jun. 29, 2009
Legitimacy and Identity in Teacher Education: A Micro-Political Struggle Constrained by Macro-Political Pressures
As the university's role has become focused on supporting economic development and global competitiveness, the macro-political context is at odds with longstanding agendas of professional responsibility and self-governance in teacher education. In this policy context, the authors argue that teacher educators need to engage in rigorous practice-based inquiry that addresses issues of policy and governance, particularly those that tend toward direct government intervention or professional governance.
Updated: Apr. 27, 2009
Teacher educators will soon be confronted with the prospect of a relatively large number of former members of the United States Armed Forces seeking to make a transition to the profession of education.It will soon be imperative that teacher education professionals recognize and effectively deal with the unique challenges related to this coming reality.
Updated: Nov. 10, 2008