Sentences with phrase «different teacher preparation programs»

In the United States, for example, there are nearly 2,000 different teacher preparation programs.

In the state of Texas, for example, there are 100 different teacher preparation programs ranging from quick, district - run programs to extensive, traditional preparation programs run by Texas» best colleges.

For example, Illinois State as a whole is the largest supplier of new teachers in Illinois, but that's deceiving, because it offers 41 different teacher preparation programs.

Not exact matches

The survey results suggested that «Teachers prepared in a single formal program of preparation feel better prepared than those who take a series of courses from different institutions, who in turn feel better prepared than those who enter through alternative programs... and those who enter without prior experience or training.»

In her May 13, 1999, testimony before the House Committee on Education and the Workforce, Feistritzer acknowledged that the term alternative teacher certification can mean many different things, «from emergency certification to very sophisticated and well - designed programs that address the professional preparation needs of the growing population of individuals who already have at least a baccalaureate degree and considerable life experience and want to become teachers.»

Like college ratings, they would provide feedback to preparation programs, help prospective teachers choose among programs, and help schools and districts evaluate job applicants from different programs.

Do teachers from different preparation programs differ substantially in their impacts?

Studies of the relative merits of various certification policies and programs are clearly important to the continuing policy debates concerning teacher preparation and teacher quality, but they ask questions that are fundamentally different from those of the study described here.

Since the 1960's there have been many attempts to reform education; curricular changes, new approaches toward teaching reading and math, teacher preparation, programs for the disadvantaged, different instructional approaches, new technologies introduced, and so on.

Suzanne Wilson from the University of Connecticut and Brian Rowan from the University of Michigan discussed the different options and ideas regarding teacher preparation accountability, and considered: program accreditation, program approval, teacher licensure, and the impact of teacher preparation.

Used in teacher preparation programs, the ATLAS cases serve as a way to expose pre-service teachers to real - life examples of how accomplished teachers think and act in the classroom in different scenarios.

Researchers need to understand how teacher educators perceive blended courses when they teach teacher candidates, because teacher preparation programs have different features than other higher education programs have.

While the traditional teacher certification route - enrolling in and completing a four - year teacher preparation program - is common across the states, there are a number of different routes an educator can take to become certified and enter the classroom.

The stories in this report, which include perspective pieces by current teachers, look at new research surrounding teacher stress and burnout, innovative ways to incorporate social - emotional learning into everyday lessons and with different groups of students, and strategies for self - care, mindfulness, and cultural responsiveness, starting in teacher preparation programs.

It then provides a thorough discussion of teacher preparation in Mexico, including a description of the different types of certification programs and the history and growth of teacher preparation.

Among the recommendations made in the report are the development of a common vocabulary for the different types of assessment and use of that common vocabulary by teacher preparation programs to focus on developing assessment literacy.

Teacher preparation programs should require preservice teachers to take a minimum of two online courses from different faculty members before student teaching.

The implied assumptions of the aforementioned linear formula are overly simplistic given the nonrandomness of the teacher candidate population... If teacher candidates who enroll in a traditional teacher education program are arguably different from teacher candidates who enroll in an alternative program, and both groups are compared once they become teachers, one group might have a distinct and unfair advantage over the other... What can not be overlooked, controlled for, or dismissed from these comparative investigations are teachers» enduring qualities that go beyond their preparation (Boyd et al., 2006; Boyd, Grossman, Lankford, Loeb, & Wyckoff, 2007; Harris & Sass, 2007; Shulman, 1988; Wenglinsky, 2002).

Maryland offers alternative teacher preparation at the county and city level, which means there are many different programs available throughout the state.

However, identification of preparation program effects using school fixed effects requires teachers from different programs to teach in the same school.

Coursework for teacher certification in Louisiana varies with different state - approved teacher preparation programs.

The differences in effectiveness between teachers from different preparation programs are very small.

When selecting teacher leaders who will participate in a preparation program or development experience to build that knowledge or those skills, different selection criteria will likely be used.

For example, if the goal of teacher preparation is to ensure that beginning teachers are ready for responsible entry - level teaching, what are the relative merits of different ways of judging program impact?

The stories in this report, which include perspective pieces by current teachers, look at new research surrounding teacher stress and burnout, innovative ways to incorporate social - emotional learning into everyday lessons and with different groups of students, and strategies for self - care, mindfulness, and cultural responsiveness, starting in teacher preparation programs.