Sentences with phrase «studies teacher preparation»

The need for technology integration within social studies teacher preparation and education programs has also lagged behind expectations (Mehlinger & Powers, 2002).

He studies teacher preparation and professional development through engagement in program and course design, teaching mathematics methods courses, and leading projects funded by NSF and IES focused on the design of professional development materials and the assessment of teaching practice.

With the benefit of significant research on this topic (much of it by the authors of these guidelines) and sobered, like them, by the «hype cycles and the techno - romance of emerging technologies» (Hicks et al., 2014, para. 5), social studies scholars today have a better informed and more theoretically sophisticated perspective concerning the affordances and challenges of digital technologies in social studies teacher preparation than once was the case.

In 2000, we offered the following five principles as «guides for the appropriate infusion of technology in social studies teacher preparation programs» (para. 2) We have now reduced these five principles to four with updated language and focus.

We offer the following five principles as guides for the appropriate infusion of technology in social studies teacher preparation programs.

The need to leverage theory in the development of guidelines for using technology in social studies teacher preparation: A reply to Crocco and Mason et al..

Committee recommendation: Inexpedient to legislate (19 - 0) HB 1636, establishing a committee to study teacher preparation and education programs.

Not exact matches

Lori has studied several times with the Iyengar family at RIMYI (Iyengar Institute) in Pune, India and continues to participate in the teacher training program at Yoga Centre Toronto in preparation for her next level of certification.

Halvorsen's work focuses on elementary social studies education, particularly for children from low socio - economic backgrounds, the history of education, teacher preparation in the social studies, and the integration of social studies and literacy.

Released in 2010, the United States Teacher Education Study in Mathematics, or TEDS - M, examined teacher preparation in 16 couTeacher Education Study in Mathematics, or TEDS - M, examined teacher preparation in 16 couteacher preparation in 16 countries.

NCTQ then defends its study's ability to identify teacher preparation effectiveness by making two points:

Teachers are encouraged or required to suspend or interrupt science, social studies, and other core subjects not tested by TAAS for TAAS preparation in other disciplines.

Studies suggest that teachers with bachelor's degrees and specialized training in early education are more effective than those educators who don't hold such credentials, says a report on early - childhood education and teacher preparation.

Just as professionals in medicine, architecture, and law have opportunities to learn through examining case studies, learning best practices, and participating in internships, exemplary teacher - preparation programs allow teacher candidates the time to apply their learning of theory in the context of teaching in a real classroom.»

Elementary - school teachers who are covered by collective - bargaining agreements spend less time instructing students in the classroom than do their peers who are not covered by contracts, but they devote more time to classroom preparation and administrative tasks, a new study by two University of Oregon researchers has found.

Third, I study how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice.

Meanwhile, our study focused elsewhere, on the quality of teacher preparation.

I envision the first steps in this process to be a broad and inclusive conversation that brings the public, private, and not - for - profit sectors together to forge a concrete plan for studying and strengthening teacher preparation.

For instance, Ashton and Crocker (1987) cite numerous studies on teacher preparation to support their conclusion that coursework in education makes teachers more effective than coursework in their subject matter does.

This sampling strategy was designed to avoid the criticisms that have been made of a similar study of teacher - preparation syllabi conducted by David Steiner (see «Skewed Perspective,» Education Next, Winter 2005).

Indeed, the great variation within this growing niche of the teacher preparation world makes it all but impossible to study.

Beyond the recent Teachers College study, which did not seek to systematically explore the content of instruction, that question has remained unaddressed since researchers last conducted reviews of what was taught in University Council for Educational Administration preparation programs, in 1987 and 1992.

For instance, from an NCATE newsletter published in 1999: «Over 100 studies show that qualified teachers outperform those with little or no preparation in helping students learn.»

State regulations that promote a one - size - fits - all approach to teacher preparation have limited our ability to innovate, customize, and study features of preparation programs that may positively affect student achievement.

Denton and Lacina's 1984 study is cited repeatedly by advocates of certification because it was supposed to have found a positive relationship between formal teacher preparation and student achievement (Evertson, Hawley, and Zlotnik 1985; Darling - Hammond 1999).

The actual number of longitudinal or quasi-longitudinal studies that controlled for students» backgrounds and used student achievement as the measure of whether teacher preparation made a difference was far fewer.

Charged by the U.S. Department of Education with combing the existing research on teacher preparation and subjecting it to scientific standards used in other fields, scholars with the Center for the Study of Teaching and Policy at the University of Washington (Wilson, Floden, and Ferrini - Mundy 2001) eliminated all but 57 studies written in the past 20 years.

In my home state of Texas, for example, the State Board for Educator Certification (SBEC) requires that in addition to the content standards specified for each grade band, the curriculum for teacher preparation programs must include 17 specific subjects of study.

Perhaps the most widely discussed critique of teacher preparation of the past decade, the hotly debated 2006 study by the National Center for Policy Analysis, Educating School Teachers, simply presumed that teacher recruitment ought to be geared toward new college graduates who would complete beefed - up versions of familiar training programs before being cleared to enter the same old jobs.

During Keppel's fourteen year administration, the Graduate School of Education gained a strong national reputation as a leading institution for teacher preparation, advanced study, and research in education.

A study shows how teachers built their in - class technology integration around five conceptions: theory, creativity, public learning, life preparation, and contextual accommodations.

«While we acknowledge that some studies of teacher preparation programs find very small differences at the program level... we believe that the examples we have cited above provide a reasonable basis for States» use of student learning outcomes» to evaluate teacher - preparation programs.

Lisa P. Kuh is an assistant professor in the Family Studies Department at the University of New Hampshire, the consultant for Pedagogy and Inquiry at the UNH Child Study and Development Center, and coordinator of the undergraduate early childhood teacher preparation program.

the preparation of mentors, which may include but shall not be limited to the study of the theory of adult learning, the theory of teacher development, the elements of a mentoring relationship, peer coaching techniques, and time management methodology;

The study of teacher preparation models by Constantine et al., showing that students with an alternatively certified teacher did no worse on achievement tests than students whose teacher came through the traditional route, shed light on the effectiveness of different teacher training strategies.

The study, by the National Council on Teacher Quality, which has long promoted overhauling U.S. teacher preparation, assigned ratings of up to four stars to 1,200 programs at 608 institutions that collectively account for 72 % of the graduates of all Teacher Quality, which has long promoted overhauling U.S. teacher preparation, assigned ratings of up to four stars to 1,200 programs at 608 institutions that collectively account for 72 % of the graduates of all teacher preparation, assigned ratings of up to four stars to 1,200 programs at 608 institutions that collectively account for 72 % of the graduates of all such...

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.

Investing in high - quality teacher - preparation programs for reading teachers could lead to higher student achievement in the subject, concludes the final report of a commission that has studied the issue over the past three years.

First, this study was not designed to test the benefits of the various teacher - preparation programs or of certification.

Studies with more detailed measures of teachers» education levels and coursework in subject areas found that, at least in math and science, academic preparation does positively influence student achievement.

Stakeholders should consider studying how teacher preparation programs alter their recruitment and preparation efforts in light of these data.47

In a review of the published empirical literature, eight research studies were identified that included findings related to the structure of a teacher leader preparation program.

In this set of eight studies, Lalli and Feger (2005) was the sole example of a study designed to compare the effects of systematically varied structures in teacher leader preparation programs.

In general, studies indicated that high - stakes standardized basic skills tests led to: a) a narrowing of the curriculum, b) an overemphasis on basic skills and test - like instructional methods, c) a reduction in effective instructional time and an increase in time for test preparation, d) inflated test scores, and e) pressure on teachers to improve test scores (Herman & Golan, 1993; Nolen, Haladyna, & Haas, 1992; Resnick & Resnick, 1992; Shepard, 1991; Shepard & Dougherty, 1991, Smith, 1991; Smith, Edelsky, Draper, Rottenberg, & Cherland, 1990).

Previously she was Co-Director of SRI International's Center for Education Policy where she led research studies on the preparation and induction of new teachers, teacher professional development and teacher leadership, and systems reform efforts.

While most of these studies shared common methodological limitations, two studies (Khourey - Bowers et al., 2006; Lalli & Feger, 2005) described a robust empirical design for research on structuring the preparation of teacher leaders that may serve as examples for the design of future studies.

Findings from these studies indicated that what teacher leaders learned in a preparation program was replicated in their practice with teachers.

(Click on the name of each study to read a description of the intervention involving structuring teacher leaders» preparation.)

These studies reported on preparation programs that provided the opportunity to participants to perform as leaders, whether in a role - play in front of other program participants (Nesbit et al., 2001), while working with classroom teachers in an actual teacher leadership position in a school or district (Howe & Stubbs, 2003), or with the support of a mentor in a teacher leader training program (Harris & Townsend, 2007).

The theme of hands - on activities contributing to the development of teacher leader knowledge was found in studies in mathematics and science and all grade levels, indicating that this was considered an appropriate strategy for a teacher leader preparation programs regardless of the subject area or grade focus.