Search results for: Academic standards
Page 1/1 10 items
This research collected the voices of students in a UK university, better to understand their perception of their ‘moral responsibility’ as trainee early years educators. The UK Early Years Framework states that practitioners will instil in young children an understanding of what is ‘right and wrong’. This is a formidable expectation in itself; yet early years educators are also expected to work ethically, sensitively and respectfully with a wide network of colleagues and stakeholders. This research, carried out through a fully anonymised survey, provided the opportunity for some student teachers to share that where ethical responsibility was concerned, they just didn’t get it. The research found that an understanding was often assumed by tutors and that a more conscious effort needed to be made more explicitly to explore these concepts, and the associated lexicon, within module content.
Updated: Aug. 11, 2022
Those Who Can, Teach: The Academic Quality of Preservice Students in Teacher Education Programs in Taiwan
This research investigates Taiwanese preservice students’ academic quality in comparison with their nonteaching peers. The findings show that preservice students demonstrated higher academic quality than their non-preservice counterparts, as they had better entry test scores, mid-point grades and final grades. The authors provide explanations of the gap in performance between the two groups within the broader sociocultural context of Taiwanese society. First, the authors found that the majority of the teaching programs set a minimum academic standing as a threshold for student application when they recruit students from various programs/departments within the university. Second, the Taiwanese government adopted policies that provide teachers with generous compensation and benefit packages that provide teachers with generous compensation and benefit packages. Furthermore, the cultural beliefs imbedded in the Confucian cultural heritage may also play a role in constructing favorable teaching conditions.
Updated: Apr. 24, 2018
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
Getting “Up to Code”: Preparing for and Confronting Challenges when Teaching for Social Justice in Standards-Based Classrooms
This article presents the results of a recent qualitative study examining how P–12 teachers enact their visions of teaching for social justice through curricular and pedagogical practices that meet, and often exceed, local accountability mandates. The teachers in this study were able to effectively enact their social justice visions through ambitious, standards-based practice. Their curriculum was broad and deep, reflected best practices in teaching ELA, and prepared students to meet state and district accountability mandates. However, teachers also reported challenges imposed by restrictive curricular policies, resistance from students and colleagues, inadequate preparation and support, and insufficient resources.
Updated: May. 11, 2015
The Common Core State Standards’ Quantitative Text Complexity Trajectory: Figuring Out How Much Complexity Is Enough
The Common Core State Standards (CCSS) set a controversial aspirational, quantitative trajectory for text complexity exposure for readers throughout the grades, aiming for all high school graduates to be able to independently read complex college and workplace texts. The authors extend and elaborate the CCSS presentation and discussion, proposing that decisions about shifting quantitative text complexity levels in schools requires more than implementation of a single, static standard. This article proposes a rigorous two-part analytical strategy for decision making surrounding the quantitative trajectory standard.
Updated: Sep. 16, 2013
Are the Traditional Curricula Dispensable? A Feature Pattern to Compare Different Types of Curriculum and a Critical View of Educational Standards and Essential Curricula in Germany
The author presents a curriculum-theoretical instrument, which allows a systematic analysis of the structure of curricula. This instrument was developed based on German curricula, a country in which a large-scale educational reform was set in motion involved the adoption of new curriculum types.
Updated: Jun. 26, 2013
This article investigates teacher educators’ perspectives on the purposes, benefits and drawbacks of adopting a subject-specific standards-based approach in Physical Education Teacher Education in Ireland. Thirteen physical education teacher educators participated in the study. The teacher educators were supportive of adopting a standards-based approach grounded in a democratic ideology to increase accountability, enhance professionalism and improve the status of physical education in higher education and school contexts.
Updated: Apr. 03, 2013
University-Based Teacher Education in the Field of Tension between the Academic World and Practical Experience in School: A Norwegian Case
The purposes of this paper are to discuss, interrogate, and identify problems inherent in the tensions between academia and the proximity to the field and the need for robust knowledge production through research and the 'tips for teachers' approach. The current paper gives an account of a Norwegian experience of this field of tension.
Updated: Apr. 12, 2011
Raising the Educational Requirements for Teachers in Infant Toddler Classrooms: Implications for Institutions of Higher Education
The purpose of this article is to examine potential challenges to the institutions of higher education that offer early childhood teacher education programs as the enrollment of early childhood students increases. Challenges related to both the needs of the institutions as well as the needs of the students are addressed. The successful utilization of online courses is explored as one solution to meeting some of the challenges. Recommendations are summarized for policy makers, institutions of higher education, teacher education programs, and faculty.
Updated: Aug. 31, 2010
Using the case of a secondary English department, this paper demonstrates how historical barriers to effectively educating diverse students have been reinforced by the current educational climate of curriculum standardization and high stakes accountability. The paper claims that educational strategies for responding to diversity should be internally developed by schools and teachers.
Updated: Nov. 17, 2009