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Download full textJackson, Stephen; Remer, Casey – Hunt Institute, 2014
Improving teacher preparation is critical to long-term improvement in teacher quality. More than 200,000 new teachers enter classrooms each year. Increasing student enrollment, the retirement of baby boom generation teachers, and high attrition in their first five years (between 40 and 50 percent of new teachers leave the profession) have…
Descriptors: Teacher Education Programs, Educational Change, Educational Improvement, Teacher Effectiveness
Tatto, Maria Teresa, Ed. – International Association for the Evaluation of Educational Achievement, 2013
The Teacher Education and Development Study in Mathematics (TEDS-M), conducted under the aegis of the International Association for the Evaluation of Educational Achievement (IEA), was designed to inform policy and practice in mathematics teacher education. For educational policymakers, TEDS-M contributes data on institutional arrangements that…
Descriptors: Mathematics Teachers, Preservice Teacher Education, Elementary School Teachers, Secondary School Teachers
Greenberg, Julie; Walsh, Kate – National Council on Teacher Quality, 2010
The imperative for prospective teachers, school districts, Illinois policy makers and the public as a whole to know more about teacher preparation is the motivation behind this report. At the request of Advance Illinois, the authors evaluated 111 undergraduate and graduate programs in 53 education schools as well as three "independent…
Descriptors: Preservice Teacher Education, Teacher Effectiveness, Accreditation (Institutions), Teacher Education Programs
Holste, Don; Matthews, Dan – 1993
This is the first report on a series of evaluative studies being undertaken by the Council on Teacher Education, University of Illinois at Urbana-Champaign for its preservice teacher education programs. When fully implemented, the program will include information from graduates (1 and 3 years following graduation), from current students (upon…
Descriptors: Elementary Secondary Education, Graduate Surveys, Higher Education, Pedagogical Content Knowledge
Wilson, Suzanne M.; Floden, Robert E. – 2003
This addendum addresses questions of interest to state education policy makers, also elaborating on questions posed in the original work. Issues examined include: the extent to which subject knowledge contributes to teacher effectiveness; the extent to which knowledge of pedagogical theory, learning theory, or child development contribute…
Descriptors: Accreditation (Institutions), Alternative Teacher Certification, Elementary Secondary Education, Field Experience Programs
Direct linkDarling-Hammond, Linda, Ed.; Bransford, John, Ed. – Jossey-Bass, An Imprint of Wiley, 2005
Based on rapid advances in what is known about how people learn and how to teach effectively, this important book examines the core concepts and central pedagogies that should be at the heart of any teacher education program. Stemming from the results of a commission sponsored by the National Academy of Education, Preparing Teachers for a Changing…
Descriptors: Teacher Education Curriculum, Teaching Methods, Learning Theories, Educational Technology
