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

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

What constitutes a top quality instructor schooling software and what criteria instructor applicants may still meet prior to receiving their instructing credential? This quantity advances deep figuring out of the character and resources of coverage affecting the instruction of academics within the U.S. and the conflicts or interconnections of those rules with the wider box of schooling coverage. Contributions from actors within the coverage global and specialists representing the stakeholders are balanced and in response to matters at present dealing with the sphere. coverage is considered as evolving and political. the relationship or lack thereof among coverage and learn is tested. coverage case reports flooring the foundations built inside of particular chapters in perform and illustrate that coverage questions and ideas are consistently evolving and unsettled. Chapter-end commentaries via the editors relate the point of interest of every bankruptcy to the overarching topics of the booklet: coverage formation, coverage impacts, coverage paradoxes, and connections to analyze. This quantity is a vital source for figuring out and resolving today’s uncertainty and confusion over instructor schooling coverage.

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Additional resources for Teacher Education Policy in the United States: Issues and Tensions in an Era of Evolving Expectations

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Does teaching become relegated to the mechanics and skills of curriculum delivery, leaving little room for the art (and heart) of teaching that touches kids in ways that are not measured once a year on a standardized test?

Systems focused on accomplishing these two objectives have been developed to produce evidence of effectiveness or the value-added of teachers and teacher preparation programs. Louisiana has worked toward a value-added model for over ten years. Driven by teacher education reform efforts, the value-added approach is embedded in, Dimensions of Teacher Education Accountability 27 and part of, a larger and more comprehensive assessment and accountability system for teacher education programs in the state.

However, the law keeps state certification at the heart of teacher qualification while primarily just adding some testing hoops. It also makes no connection to student outcomes. That’s not meaningful change if the assumption is that the status quo was hopelessly flawed, but it strikes an optimal political balance that helps policymakers look tough without overly angering powerful teachers’ unions. Of course, that politicians will act in their own interest is not restricted to the federal level.

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