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Teacher Education >> Schools of Education

by Bruce Joyce — 1987
Suggestions to make some Holmes Group proposals into workable platforms for action are made. These include twelve-month employment for professionals, changes in classroom teaching, professional development schools which reflect the unity of the workplace, reconceptualization of professional knowledge, and coordination of teacher education and the liberal arts curricula.

by Jane Martin — 1987
What teacher education should be at this moment in history is reflected upon. Plato's ideal of guardian education seems to be embraced by the Holmes Group, thereby ignoring society's reproductive functions of rearing children, caring for the sick, feeding people, and other forms of social responsibility.

by Albert Shanker — 1987
The president of the American Federation of Teachers accepts the basic model of teacher education found in the Holmes Group Report, which includes a liberal education, mastery of a subject, professional specialization, and a structured clinical induction program. He calls for a profession-based national teacher exam.

by Michael Sedlak — 1987
An overview of the proposals for reforming teacher education.

by Karen Zumwalt — 1987
Misconceptions about the Holmes Group Report are addressed, and its proposals are clarified.

by Mary Raywid — 1987
First considering the threat of the Holmes Group proposals to teacher educators in undergraduate colleges, Raywid then turns to criticize the differential staffing proposal as a cutting up of what should be a connected set of roles and tasks that all good teachers should be able to perform. She ends with a critical exploration of the idea of sound subject matter preparation for teachers.

by Kevin Ryan — 1987
This article criticizes the lack of research and research findings to support the claims and proposal in the Holmes Group Report. Also argued against is the idea of entrusting teacher education to research universities and their faculties, who have a poor record.

by Jadhu Prakash — 1986
This article examines a wide range of policies recommended for teaching teachers more effectively, classifying them into four models for the reform of teacher education. Educational desirability and political feasibility are assessed, and major trends in higher education are reviewed.

by Sharon Feiman-Nemser & Margret Buchmann — 1985
This article uses three vignettes to illustrate the pitfalls that must be overcome if classroom experience during teacher preparation is to serve the broad purposes of learning to teach. These pitfalls mislead prospective teachers into believing that central aspects of teaching have been mastered and understood.

by C. Bowers — 1983
The author questions basic assumptions for improving teaching and teacher education programs advanced by Donna Kerr (Teachers College Record, Spring 1983). Overemphasis on educational theory and technique separates teaching from subject matter content and from the context of the student teacher relationship.

by John Davy — 1983
Responding to an article by Donna Kerr (Teachers College Record, Spring 1983), Davy argues that improving teacher education demands a clear understanding of the teacher's role and of how recruiting "the best and the brightest" student relates to teaching. Teachers need intuition, imagination, and inspiration, and the ability to relate to children.

by Donna Kerr — 1983
The present level of competence in teaching and the quality of teacher education are discussed. More emphasis should be placed on graduate professional education programs, which would draw the "best and the brightest." Eight recommendations for improving preservice teacher education are given, including creation of a teaching doctorate and differentiated school staffs.

by Alan Tom — 1980
Educational researchers cling to the goal of a science of education although this objective is unlikely. Research should focus on a conception of the teaching-learning process that confronts the full complexity of educational phenomena.

by Ronald Hyman — 1976
Socrates understands what his strategy is, knows its various parts, and has a keen insight about teaching it to others. Hence, he proceeds one "step" at a time in his demonstration and points out the essence of his "step by step" procedure before and after each step. By this demonstration for Meno, Socrates shows his mastery of teaching on two levels, teaching and teaching how to teach. On each level he uses a different strategy. An explication of these different strategies follows in this chapter.

by Urie Bronfenbrenner — 1974
The 1960s saw the widespread adoption in this country of early education pro¬grams aimed at counteracting the effects of poverty on human development. This article is an analysis of seven early education program studies.

by Roland Goddu & Edward Ducharme — 1971
The authors submit that teacher training programs must find routes that they can live with equally well in terms of a commitment to a tradition of scholarship and a belief in the ever-present child. Their experiences provided them with an environment where the reality of a teacher training program could be tested and measured against the issues of relevance, professional training, the flare of scholarship, and concern for learning.

by Arthur Wirth — 1967
The relevance of Dewey's thought for American education and culture.

by Arthur Jensen — 1962
The big question it seems, is why educational research has not lived up to the promise which is often fulfilled when scientific methods are applied to a problem. Education certainly has all the necessary elements for basic scientific re¬search and its technological application. Yet the consensus of opinion holds that education has been denied its share of the rewards of scientific endeavor.

by George Dutch — 1941
School administrators seeking teachers of art have the choice of the product of the art school, the teachers' college, or the university. It is well to recognize the differing emphases of instruction in these institutions.

by Walter Hager & Edwin Ziegfeld — 1941
The group selected for study included eighteen state universities, nineteen state teachers' colleges, and thirteen colleges and private schools.

by Paul Mort — 1935
An address delivered February 23, 1935 before Section C of the American Educational Research Association meeting in Atlantic City, N. J.

by James Russell — 1931
THE main purpose of Teachers College is to train for leadership in the profession of education. As one of the higher levels of vocational education, the professional school aims to fit its students for expert service in a particular field.

by Frederick Hess — 2005
Ultimately, bringing school leadership into the twenty-first century will require that programs prepare principals to make hard choices relating to staffing, program effectiveness, and budgeting, while also cultivating the kinds of softer skills that will make them effective team- and bridge-builders. Such measures alone are insufficient, however. It will be equally necessary to rethink how we select leaders and reconfigure the authority they wield. Anything less is a blueprint for disappointment.

by Cory Koedel — 2011
In a recent article, the author documents a startling difference between the grades that are awarded to undergraduate students in education and non-education classes at universities. Students pursuing undergraduate degrees in education, the vast majority of whom go on to work as K-12 teachers, receive significantly higher grades than students in every other academic discipline. The most probable explanation is that the high grades in education classes are the result of low grading standards. This commentary discusses how the overwhelmingly favorable grades that are awarded to education students are likely to affect the composition of the teaching workforce in K-12 schools.

by Ellen Mandinach & Edith Gummer — 2011
Educators must become data literate to meet the increasing demands for the use of data-driven decision making in teaching and administrative roles. Schools of education can and must play a key role in improving the human capacity to use data. This Commentary explores the systemic nature of the issue and provides considerations about how to move the field forward.

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  • Journal of In-service Education
    The Journal of In-service Education is a fully-refereed international journal that publishes original contributions on the subject of teacher education in its widest sense: initial preparation as it affects induction, in-service education, professional development, and the work of teachers' centers, advisory services and INSET units.
  • National Forum of Teacher Education Journal
    The NFTEJ seeks to promote a scholarly dialog regarding the roles, problems, and progress of teacher education in a variety of settings, but with a distinctly urban emphasis.
  • Teachers and Teaching: theory and practice
    The aim of Teachers and Teaching: theory and practice is to provide an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. It offers a means of communication and dissemination of completed research and research in progress, whilst also providing a forum for debate between researchers. Drawing together qualitative and quantitative research from different countries and cultures, it includes theoretical reflections on the connections between theory and practice in teachers’ work and other research of professional interest. It represents the latest phase in the development of the International Study Association on Teacher Thinking (ISATT), a world-wide association of researchers, teacher educators, and teachers.
  • Teaching and Teacher Education
    Teaching and Teacher Education is a multidisciplinary journal, committed to no single approach, discipline, or paradigm. It is an international journal, containing papers from nations around the world, concerned with teacher and teacher education in general, that is, teaching in any subject matter for students at any age or grade level.
  • International Review of Education
    The International Review of Education, first published in 1955, is an international forum for the exchange of information about advances in educational theory and practice. The journal continues to serve the needs of departments and institutes of education, teacher training institutions, educational policy-makers and planners, and other professional readers throughout the world, by providing scholarly information on major educational innovations, research projects and trends in countries at all stages of educational development.
  • Action in Teacher Education
    Action in Teacher Education is published as a service to members of the Association of Teacher Educators and others concerned with teacher education. It serves as a forum for the exchange of information and ideas related to the improvement of teacher education at all levels. Articles focus upon concepts, practices, and research which have implications and applicability for practitioners involved with teacher education.
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