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Education Reform
The materials listed below pertain to current issues in education reform especially
pertaining to teaching effectiveness and student diversity.
- Cochran-Smith, M.
(2001). Higher standards for prospective teachers. Journal of Teacher
Education, 52, no. 3 p. 179-181.
Abstract: The standards movement--and with it new outcomes-based performance assessments and high-stakes paper-and-pencil tests for teachers and students--will arguably have more influence on teaching and teacher education than any contemporary agenda or innovation. Cochran-Smith discusses what's missing from the discourse of higher standards and more demonstrable outcomes.
- Di Sibio, R.A. & Gamble, R.J. (1997) Collaboration between schools and higher education: the key to success. College Student Journal, v. 31 p. 532-6. *
- Ford, A., Davern, L., & Schnorr, R. (2001) Learners with significant disabilities: curricular relevance in an era of standards-based reform. Remedial and Special Education v. 22 no4 p. 214-22.
- Furr, D. (2001) Leave no child behind? Education Week, v. 21 no9 p. 34, 36.
- Garcia, P.A. (2001) Nontraditional students, with traditional needs. Education Week, v. 21 no7 p. 34-5.
- Gore, J. M. (2001)
Beyond our differences: A reassembling of what matters in teacher
education. Journal of Teacher Education, 52, no. 2 p. 124-135.
Abstract: Gore presents a framework for unifying teacher educators that is based on what happens in classrooms. The framework identifies intellectual quality, relevance, supportive classroom environment, and recognition of difference as four dimensions of classroom practice that are essential for the learning of student teachers and for their subsequent success in bringing about high-quality learning outcomes for their students.
- Guillame, A., Zuniga,
C., & Yee, I. (1999) What difference does preparation make? Educating
preservice teachers for learner diversity. Educational Administration
Abstracts, 34, no. 1.
Just as the nation's student population diversifies, its teaching force becomes more homogeneous. Teachers may view students through their own "cultural prism.''
- Johnson, S. D., & Roellke,
C. F. (1999) Secondary teachers' and undergraduate education faculty
members' perceptions of teaching-effectiveness criteria: a national
survey. Communication Abstracts 22, no. 5.
This essay presents findings from a national survey of secondary-school teachers and undergraduate education faculty members regarding their perceptions of criteria related to gaining employment as a secondary-school teacher, effective teaching, and preparatory undergraduate coursework. Data collected from 350 secondary-school teachers and 201 undergraduate education faculty members showed that communication-related skills (e.g., interpersonal communication skills, oral communication skills), attributes (e.g., enthusiasm, poise), and courses (e.g., interpersonal communication, public speaking) were rated among the most important criteria by both groups of respondents in all three areas (employment in a teaching position, in-class effectiveness, and preparatory coursework). The role of teacher preparation in the current National Communication Association agenda regarding communication in the kindergarten-to-twelfth grade (K-12) classroom is discussed.
- Lampert, M., & Ball, D.L. (2000) Aligning Teacher Education with contemporary K-12 reform visions. Darling-Hammond, Linda, and Gary Sykes, eds. Teaching as the learning profession: handbook of policy and practice. Educational Administration Abstracts 35, no. 4. The current reform movement in education argues against the common assumptions about knowing and worthwhile knowledge that have dominated public schools for decades. If education at levels from kindergarten to Grade 12 (K-12) is to adopt a difference stance on these issues, then teacher education will need to change in these ways as well. In this chapter, the authors examine the knowledge demands of the vision for educational reform—for students as well as for teachers. The authors explore the ways whereby teacher education might be designed to help teachers prepare to teach and the potential of innovative uses of technology to support the preparation of teachers.
- Lombardi, T.P. & Hunka, N.J. (2001) Preparing general education teachers for inclusive classrooms: assessing the process. Teacher Education and Special Education, v. 24 no3 p. 183-97.
- Lovingfoss, D., Molloy,
D. E. & Harris, K.R. (2001) Preparation, practice, and program
reform: crafting the University of Maryland's five-year, multicategorical
undergraduate program in special education. The Journal of Special
Education, v. 35 no2 p. 105-14.
- McCarthy, J., Cruz,
J., & Ratcliff, N. (1999) Early Childhood Teacher Education Licensure
Patterns and Curriculum Guidelines: A State-by-State Analysis, Council
for Professional Recognition
One of the strongest predictors of quality programming for young children is teacher preparation. This report presents two studies: the first examining state early childhood teacher education requirements; and the second examining state curriculum guidelines for early childhood education.
- Murrell, P.C., Jr. (2001) Development of practice and teacher preparation in the age of education reform. Journal of Teacher Education, v. 52 no1 p. 78-83.
- Mutua, N. K. (2001) Policied identities: children with disabilities. Educational Studies (American Educational Studies Association) v. 32 no3 p. 289-300.
- Neisler, O. J. (2000) How does teacher education need to change to meet the needs of America's schools at the start of the 21st century? Journal of Teacher Education, v. 51 no3 p. 248-55. *
- Ware, L. (2001) Writing,
identity, and the other: Dare we do disability studies? Journal of
Teacher Education, 52, no. 2 p. 107-123.
Although inclusive education is often characterized as a special education initiative, both general and special educators must assume responsibility for all children's learning as mandated by 1997 amendments to the Individuals With Disabilities Education Act. Ware problematizes two related aspects of inclusion reform and its implementation in practice--persistence of unexamined assumptions about disability and uninspired curriculum.
- Wise, A. E., Leibbrand,
J.A. (2001) A statement from NCATE: Standards in the new millennium:
Where we are, where we're headed. Journal of Teacher Education, 52,
no. 3 p. 244-255.
Wise and Leibbrand explain efforts over the past decade to align standards for P-12 students, teacher candidates, licensing and advanced certification. They highlight new National Council for Accreditation of Teacher Education expectations for teachers and other educators graduating from accredited institutions and discuss those expectations in light of the current policy environment.
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