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Transforming Teacher Education: Reflections from the Field


reviewed by Penelope M. Earley October 04, 2007

coverTitle: Transforming Teacher Education: Reflections from the Field
Author(s): David Carroll, Helen Featherstone, Joseph Featherstone, Sharon Feiman-Nemser, & Dirck Roosevelt (Eds.)
Publisher: Harvard Education Publishing Group, Cambridge
ISBN: 1891792334, Pages: 266, Year: 2007
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Now is a demanding time for the teacher education enterprise. Pressures to prepare educators who will boost standardized test scores are unrelenting and only gently challenged.  Elementary and secondary schools in much of the United States report shortages of qualified teachers, particularly in mathematics and science. Colleges and schools of education are criticized by decision makers for not preparing more educators in these fields even though it is the students with mathematics and science majors who are unwilling to accept the salaries or working conditions of public school teachers. Readers who expect that Transforming Teacher Education will provide a roadmap for education schools and colleges to restructure their programs to meet these policy world demands should look elsewhere on the bookshelf. Transforming Teacher Education is at its core a love story. It offers ten reflective essays or personal narratives describing a period in time in the 1980s when a group... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: October 04, 2007
http://www.tcrecord.org ID Number: 14637, Date Accessed: 10/22/2017 10:35:00 PM

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About the Author
  • Penelope Earley
    George Mason University
    E-mail Author
    PENELOPE M. EARLEY is founding Director of the Center for Education Policy and a professor of education policy in the Graduate School of Education at George Mason University. Before joining the GMU faculty, Earley was a vice president with the American Association of Colleges for Teacher Education. At AACTE she directed federal and state governmental relations, issue analysis, policy studies, and public relations. Dr. Earley's areas of research include federal and state education policy and governance, public policy regarding teacher education, and gender equity issues. Dr. Earley has served on a member of a number of educational advisory boards including the NCES Consultative Committee on Title II Accountability; AASCU Commission on Teacher Preparation, Accountability, and Evaluation; Teacher Mentor Project; and Coalition for Women's Appointments in Government. She has authored book chapters for Teacher Education for Democracy and Social Justice, Women in Academic Leadership: Professional Strategies, Personal Choices: Vo. 2., The Politics of Education Yearbook, Handbook of Research on Teacher Education, After Student Standards: Alignment, What is a Qualified, Capable Teacher? and Developing Language Teachers for a Changing World. Earley is the founding co-editor of the International Journal of Education Policy and Leadership, an open access peer-reviewed electronic journal created through a collaborative between George Mason University, Simon Fraser University, and the Association for Supervision and Curriculum Development.
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