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The Last Word in Research on Teaching - A Review of the Handbook of Research on Teaching, 4th Edition - Part 5 - Policy


reviewed by Christopher M. Clark, Mark Girod, Ebony Roberts, Jaime Galindo, Patricia Aben, Patricia Aben, Sean Farmer & Lanetia Noble — 2003

coverTitle: The Last Word in Research on Teaching - A Review of the Handbook of Research on Teaching, 4th Edition - Part 5 - Policy
Author(s): Virginia Richardson (ed.)
Publisher: American Educational Research Association, Washington
ISBN: 0935302263, Pages: 1278, Year: 2001
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Overview by Jaime Galindo The two chapters in this section deal with how policy makers, teacher education programs, and government agencies define teaching for the purposes of assessing programs and individuals engaged in public and sometimes private education. By talking about teaching standards and teaching reform, the policy section concentrates on the practical, minimalist definition of teaching and what roles teachers play in the educational process. Given that this section consists of only two chapters, it is difficult to synthesize a view that is not uniquely addressed in one of the chapters. Both do point to the need for better descriptions of what teachers currently do within schools and then determining what a “good teacher” should do. Too much appears to be driven by economic and political pressures, looking for the quick fix to the complex task of improving both the profession of teaching and generating a better educated society. The chapters in this section are not philosophical discussions, nor are they reviews of the... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 105 Number 4, 2003, p. 0-0
http://www.tcrecord.org ID Number: 11072, Date Accessed: 12/13/2017 2:35:41 AM

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About the Author
  • Christopher Clark
    University of Delaware
    E-mail Author
    CHRISTOPHER M. CLARK is Director of the School of Education at the University of Delaware. His research interests include teacher cognition, teacher education, and conversation as a medium for teacher learning, development, and inquiry.
  • Mark Girod
    Western Oregon University
    MARK GIROD is an assistant professor of teacher education at Western Oregon University, in Monmouth, Oregon. His interests are in science teaching and learning including aesthetics, identity development, and technology.
  • Ebony Roberts
    Black Star Educational Management, Detroit
    EBONY ROBERTS holds a Ph.D. in educational psychology from Michigan State University and works with Black Star Educational Management in Detroit, Michigan. Her work focuses on teacher and institutional development in African-centered schools.
  • Jaime Galindo
    Michigan State University
    E-mail Author
    JAIME GALINDO is a former secondary education teacher and graduate student of educational psychology currently working as an institutional researcher with the Office of Planning and Budgets at Michigan State University.
  • Patricia Aben
    Michigan State University
    PATRICIA ABEN currently teaches science at the secondary and college level. While vice president of a chemical company, she continues to pursue graduate studies in education.
  • Patricia Aben
    Michigan State University
    PATRICIA ABEN currently teaches science at the secondary and college level. While vice president of a chemical company, she continues to pursue graduate studies in education.
  • Sean Farmer
    Michigan State University
    SEAN FARMER received his Master's Degree in Educational Technology and Instructional Design from Michigan State University. His research interests include technological support of creative writing, educational hypermedia, and cognitive flexibility.
  • Lanetia Noble
    Widener University
    E-mail Author
    LANETIA "SAM" NOBLE is a reading and study skills specialist in post secondary education. She directs the Reading and Academic Skills Center at Widener University
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