Sentences with phrase «traditional academic preparation»

That said, though, Americans do still value traditional academic preparation, especially opportunities for advanced academic studies.

Not exact matches

Nevertheless, given many seminary students» abilities, academic preparation and current schedules, it seems to me a very tough job to give them even a minimal version of a «traditional» seminary education.

Many programs included preparation for more traditional academic roles, but other events highlighted other careers for postdocs.

While these schools provide small class sizes to increase individualized attention, they tend not to challenge students with rigorous academics and college - preparation courses, such as AP or honors.The two most viable options for former dropouts and other students who have not succeeded in traditional schools are really not viable at all.

Traditional teacher preparation programs are not equipped to develop teachers to fill this kind of national need, as historically they have lacked a real connection to school districts as the «client,» focusing on academics rather than practical application.

Nationwide, traditional teacher preparation programs required an average of 514 student teaching hours during the 2008 - 09 academic year, according to the U.S. Department of Education, far less than the average of 901 required that year by alternative programs that are not based out of universities.

For at least one academic year, candidates spend four to five days a week in a classroom under the wing of an experienced and trained mentor teacher, and gradually take on more responsibilities over the course of the year.7 Most residents receive at least 900 hours of pre-service clinical preparation, while the norm for most traditional programs is in the range of 400 — 600 hours.

The truth is closer to this: Traditional educator preparation is totally immersed in the shibboleths of «discovery» or «learner - centered» and «constructivist» philosophy in learning, «academic freedom» in pedagogy, resistance to standardized assessments, and opposition to value - added evaluation of performance and accreditation of programs.

Traditional research on college completion has focused on factors such as socioeconomic status and high school academic preparation, but less is known about how psychological factors predict college outcomes.

The Secretary's report is especially critical of the present system of teacher certification and the degree to which it is overly beholden to the traditional route to preparation through the colleges of education with their emphasis on pedagogical instruction versus academic content.

The truth is closer to this: Traditional educator preparation leadership is totally immersed in the shibboleths of «discovery» or «learner - centered» philosophy in learning, «academic freedom» in pedagogy, resistance to «teaching to the test», and opposition to competitive value - added evaluation of performance and accreditation of programs.