Your search found 1017 results.

Descriptors:
Teacher Education; Urban Schools; Epistemology; Teacher Education Curriculum; Teacher Education Programs; Program Descriptions; Community Role; Teacher Role; Change Strategies; Educational Strategies; Educational Theories; Knowledge Base for Teaching; Educational Practices; Partnerships in Education; School Community Programs; Training Methods; Training Objectives; Residential Programs; Alternative Teacher Certification

Abstract:
This paper describes an urban teacher residency program, the Newark Montclair Urban Teacher Residency, a collaborative endeavor between the Newark, New Jersey Public Schools and Montclair State University, built on a decades-long partnership. The authors see the conceptual work of developing this program as creating a "third space" in teacher education. We detail the ways in which we conceptualize epistemology and clinical practice in teacher education, and changes in the roles of the community, and P-12 teachers that occur in a third space. Providing an account of our messy and nonlinear process demonstrates the struggles of creating new spaces for teacher education. We believe the theory that informs our work, the challenges we face, and the strategies for meeting those challenges illustrate the tenuous and ever-evolving nature of doing work in the "third space." (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Educational Change; Art Education; Educational Policy; Advocacy; Neurosciences; Creativity; Alternative Teacher Certification; Student Evaluation; Teacher Evaluation; Charter Schools; Economic Climate; Technological Advancement; Educational Research; National Competency Tests; Academic Standards; State Standards; Skills; Federal Legislation; Educational Legislation; At Risk Students; Preservice Teacher Education; Curriculum Development; Faculty Development

Abstract:
The field of education in the United States is in a period of unprecedented change. Educators in all disciplines are challenged to understand and respond to the waves of reform sweeping over the national education landscape. Linking these reforms to meaningful outcomes that will produce more rigorous and effective measures of quality and performance in our schools is an ongoing goal for all educators as they work to respond to calls for educational reform. Changes in the general field of education have direct implications for arts education policy and practice. Arts educators find themselves in the position of making sense of these landmark reforms and changes in the context of arts education and determining what courses of action and responses they should pursue on the road to meaningful reform. This report provides an overview of a selected number of contemporary developments in the general field of education, brief summaries of consequential studies and education-related reports, and an examination of some policy issues these developments and reports raise for arts educators as they work to shape the future landscape of arts education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Academic Achievement; Program Effectiveness; Scholarships; Graduate Students; STEM Education; Science Course Improvement Projects; Alternative Teacher Certification; Program Evaluation; Academic Records; Case Records; Student Records; Position Papers; Transcripts (Written Records); Recruitment; Teacher Recruitment; Science Teachers; Teacher Placement; Research Reports; Outcome Measures; Achievement Gains

Abstract:
California State University, Bakersfield (CSUB) received funding from National Science Foundation's (NSF) Robert Noyce Teacher Scholarship Program to recruit Noyce Scholars from upper-division science, technology, engineering, and mathematics (STEM) majors, graduate students, and professionals switched to STEM teaching from other fields (NSF DUE-0934944). The program purpose is to increase the number of highly qualified science and math teachers at high-needs schools. This report is based on multilevel quantitative and qualitative data from university records, program minutes, as well as individual-level information gatherings from Noyce Scholars and Advisors. In addition, the report design is grounded on a thorough review of updated literature to ensure its conformation to best professional practices. The results show that the program quality is supported involvement of a group of award-winning faculty in STEM education, and significant GPA improvement has been observed among Noyce Scholars since last year. The program is also enriched by more research or internship experiences led by faculty of STEM education. Besides improvement of overall student experiences at CSUB, Noyce Scholars graduated from the program have demonstrated their success in supporting student learning at high-needs schools. Two appendixes include: (1) Questionnaire for Noyce Recipients Before Program Completion; and (2) Questionnaire for Noyce Recipients After Program Completion. (Contains 6 figures, 1 table, and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (179K)

Descriptors:
Academic Achievement; Preservice Teacher Education; Foreign Countries; Preservice Teachers; Teacher Persistence; Student Diversity; Universities; Higher Education; Alternative Teacher Certification; Nontraditional Education; Nontraditional Students; Comparative Analysis; Case Studies

Abstract:
Universities in Australia are offering alternative entrance pathways to attract students from a range of backgrounds. These alternative pathways will undoubtedly be reviewed due to the recommendation in the Review of Australian Higher Education (Bradley, Noonan, Nugent & Scales, 2008) concerning increasing the diversity of university entrants. This paper discusses an alternative entry pathway, Education Direct (ED), offered by the School of Education at Edith Cowan University, and commences with a review of the literature about such pathways. The next section explores the development and nature of the ED pathway, before outlining the research design and identifying the research questions, which concentrate on retention, academic achievement, and progression rates of ED students. The findings indicate that students who have entered pre-service teacher education via ED are enjoying academic success at comparable levels to students who enrolled through more traditional pathways. Furthermore, their retention and progression rates are not notably different to those of other students. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (204K) |  More Info:
Help Find in a Library

Descriptors:
Evidence; Achievement Gains; Alternative Teacher Certification; Mathematics Teachers; Teacher Recruitment; Teacher Effectiveness; Mathematics Instruction; Teacher Qualifications; Nonmajors; Mathematics Achievement; Teacher Persistence; Comparative Analysis; Teacher Education Programs

Abstract:
For well over a decade school districts across the United States have struggled to recruit and retain effective mathematics teachers. In response to the need for qualified math teachers and the difficulty of directly recruiting individuals who have already completed the math content required for qualification, some districts, including Baltimore, Philadelphia, Washington, D.C., and New York City, have developed alternative certification programs with a math immersion component to recruit otherwise well-qualified candidates who do not have undergraduate majors in math. This article examines the qualifications, student achievement gains, and retention of Math Immersion teachers in New York City compared to New York City mathematics teachers who began their careers through other pathways. (Contains 3 figures, 13 tables and 21 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Alternative Teacher Certification; Preservice Teacher Education; Student Development; Student Attitudes; Questionnaires

Abstract:
This study was aimed at deepening our understanding of second-career teachers' conceptions of teaching and learning. Initial conceptions held by 207 candidates entering an alternative teacher education programme were explored using a semi-structured questionnaire covering background characteristics and four themes concerning teaching and learning. A limited number of distinct conceptions could be identified and related to respondents' background characteristics. After the first semester of the programme, three patterns of development were found in a subset of 70 participants: growth, consolidation and regression. Pedagogical implications for fostering growth in second-career teachers are discussed. (Contains 17 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Masters Degrees; Special Education Teachers; Beginning Teachers; Case Studies; Program Implementation; Teacher Education Programs; Self Efficacy; Mentors; Success; Teacher Characteristics; Teacher Persistence; Alternative Teacher Certification; Teacher Burnout; Teacher Effectiveness; Classroom Techniques; Faculty Development; Teacher Attitudes; Educational Environment; Interviews; Classroom Observation Techniques; Mixed Methods Research; School Districts

Abstract:
In this article, the author details the findings of a study of completers during their last semester of a Master of Arts in Teaching (MAT) program in special education. The purpose of this multiple-case study was to understand how the extent to which the program was implemented, the participants' background and career trajectories, and the teaching context interacted to yield their success. To understand the interactions of these elements, the researcher examined the academic and personal backgrounds of three teachers completing a MAT program in Varying Exceptionalities, examined the teachers' sense of self-efficacy, observed their practice, and gained the perspectives of their mentor teachers. Findings indicated that nonacademic characteristics, applied preparation in content and pedagogy, and a supportive context were important to the success of these beginning teachers. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Elementary Secondary Education; Educational Change; Proprietary Schools; Charter Schools; Public Education; Privatization; Mathematics Instruction; Resistance to Change; Court Litigation; Preservice Teacher Education; Alternative Teacher Certification; Politics of Education; Federal Legislation; Educational Legislation; Educational Technology

Abstract:
For decades, for-profit educational provision has been merely tolerated, often grudgingly. In the world of charter schooling, for-profit providers are lambasted and sometimes prohibited. In higher education, for-profit institutions have grown rapidly, enrolling millions of nontraditional students and earning enmity, suspicion, and now investigative and regulatory actions from the federal government. When it comes to student lending, teacher quality, and school turnarounds, there is a profound preference for nonprofit or public alternatives. The problem is that K-12 and higher education are desperately in need of the innovative thinking and nimble adaptation that for-profits can provide in a landscape characterized by healthy markets and well-designed incentives. As critics have noted, for-profits do indeed have incentives to cut corners, aggressively pursue customers, and seek profits. But these traits are the flip side of valuable characteristics: the inclination to grow rapidly, readily tap capital and talent, maximize cost effectiveness, and accommodate customer needs. AEI's Private Enterprise in American Education series is designed to pivot away from the tendency to reflexively demonize or celebrate for-profits and instead understand what it takes for for-profits to promote quality and cost effectiveness at scale. In the seventh installment of the series, Alex Hernandez of the Charter School Growth Fund urges parents, educators, and policymakers to listen critically when arguments are levied against education companies merely on the basis of tax status. Hernandez instead reframes the debate as one between incumbent organizations such as teachers unions and school districts, and new entrants with the potential to disrupt the traditional structure of the American education system. (Contains 37 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  Publisher's website

Descriptors:
Teacher Education Programs; Accreditation (Institutions); Change; Federal Programs; Federal Aid; Teacher Certification; Teacher Salaries; Distance Education; Academic Degrees; Student Financial Aid; Alternative Teacher Certification; Student Attrition; Educational Trends; National Organizations; Educational Researchers; Criticism; College Administration

Abstract:
The purpose of this study is to identify the many challenges currently faced by traditional teacher education programs and to identify what they can do to survive and succeed. This phenomenological study is the result of the Investigator's journey as the longest serving member of a state's teacher education association and his involvement in state and national teacher education policy making, combined with experiences as a teacher education division chair, school of education associate dean, unit accreditation director, and assessment director. The Investigator identifies 10 areas challenging traditional teacher education programs and applies his personal journey as a teacher education association leader, policy maker, and teacher education administrator, along with relevant articles and stories, to each of them. Beyond discussion in each of the 10 areas the Investigator offers recommendations for each, regarding how traditional teacher education programs can survive the challenges and succeed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (89K)

Descriptors:
Alternative Teacher Certification; Educational Change; Federal Legislation; Advocacy; Educational Policy; Program Descriptions; Federal Aid

Abstract:
One of the intriguing developments of the past couple years has been the emergence of a new school of reform advocacy groups committed to driving policy change. This is a healthy development, as such policy changes are essential to rethinking and redesigning American schooling for the challenges and opportunities of a new era. For decades, would-be education reformers have struggled with the vagaries of the policy process. Those involved in today's efforts can, and should, learn from these precursors. One of the best-known and most relevant of those is Teach for America (TFA), which endured a trial by fire as it found its way into the policy sphere. In this paper, the author explains how TFA edged into the policy debates and was nearly undone by its reluctance on that front. He connects TFA's increasing presence on Capitol Hill with the debates and ultimate passage of No Child Left Behind (NCLB) in the early 2000s. He argues that it was primarily luck that TFA was able to escape the NCLB process unscathed. After that scare, TFA recognized that it would do well to engage policymakers more systematically and aggressively so it could pursue federal funding, expand to new locales, and retain flexibility around teacher certification. (Contains 29 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  Publisher's website