Teacher Education Policy in the United States: Issues and by Penelope M. Earley, David G. Imig, Nicholas M. Michelli

By Penelope M. Earley, David G. Imig, Nicholas M. Michelli

What constitutes a top quality instructor schooling application and what criteria instructor applicants should still meet prior to receiving their educating credential? This quantity advances deep realizing of the character and resources of coverage affecting the coaching of lecturers within the U.S. and the conflicts or interconnections of those guidelines with the wider box of schooling coverage. Contributions from actors within the coverage international and specialists representing the stakeholders are balanced and in line with matters at present dealing with the sphere. coverage is seen as evolving and political. the relationship or lack thereof among coverage and examine is tested. coverage case experiences floor the rules constructed inside particular chapters in perform and illustrate that coverage questions and recommendations are continuously evolving and unsettled. Chapter-end commentaries by way of the editors relate the point of interest of every bankruptcy to the overarching subject matters of the publication: coverage formation, coverage affects, coverage paradoxes, and connections to investigate. This quantity is an important source for realizing and resolving today’s uncertainty and confusion over instructor schooling coverage.

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Exner The Value-Added Dimension Louisiana was positioned to become a leader in value-added assessment of teacher preparation programs because of the comprehensive and systemic approach taken by the Blue Ribbon Commission for reforming teacher preparation programs and establishing the accountability of these programs. Also contributing to the development of the value-added system of assessing teacher preparation programs was a student data system already in place that could uniquely identify each student in a teacher’s class and track previous performance of the student in tested grades.

In Helvering v. That opened the door for federal officials and special interests—which Madison might have called factions—to use federal power for their own benefit, often without regard to educational logic. This can be seen with the National Defense Education Act (NDEA). The NDEA, passed in 1958, was enacted in response to the successful Soviet launch of the Sputnik satellite. The rationale for the law was that the nation needed to greatly improve mathematics and science instruction so it could compete technologically with the Soviet Union.

Would-be reformers have trouble with the notion that unwinding a century’s worth of accumulated policies needs to be a staged process. The first task is to uproot anachronistic policies and structures to create room for smart new solutions to take root. Only after a couple years in which we have given districts a chance to feel their way, and after a handful of alpha locales have crafted some promising approaches, does it make sense for state legislatures to start offering more direction. However, the resistance and folded arms of the professionalizers have led would-be reformers to overshoot and overprescribe in the fear that this is the only way they will change the status quo.

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