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Teacher Education >> Schools of Education

Articles
by Anna Neumann, Aaron Pallas & Penelope Peterson — 2008
This article looks across the introduction to the Spencer Foundation’s Research Training Grant (RTG) program and the four case studies assessing program implementation and impact. It discusses the importance of institutional context and history, curricular content, financial resources, and organizational structure. The article concludes with recommendations for the preparation of education researchers in graduate schools of education.

by Arlene Adams — 2004
This commentary describes some of the logistical issues that have such a profound negative effect on the accreditation of teacher training programs. Of special concern is the very short timeline used to phase in new standards.

by Lawrence Baines — 2003
An examination of the ways that professors of education have become second-class citizens in higher education and a reaffirmation of their import.

by Billie Eilam — 2002
The article describes Arab pre-service teachers passing through the university dept. - coming from their own sector schools and returning to teach in them.

by Jaime Grinberg — 2002
This paper presents detailed accounts and analyzes the practice of the preparation of teachers in a progressive program during the 1930’s in New York, at Bank Street College of Education. Mostly, these accounts are grounded in the participants’ perspectives, providing data about how this progressive teacher education program was experienced, and in particular on Lucy Sprague Mitchell’s teaching based on data especially composed to describe two courses: (1)"Environment" (a mix of what today can be called social foundations and social studies methods), and (2)"Language" (mostly, about the writing process). Also, data from other course syllabi taught by other faculty is discussed.

by Elizabeth Spalding & Angene Wilson — 2002
The purpose of this study was to identify pedagogical strategies that helped preservice secondary teachers improve their reflective thinking via journal writing during the first semester of a yearlong professional program. A secondary purpose was to study the effectiveness of our own practices as teacher educators. Four case studies are presented.

by Michael Wong & William Tierney — 2001
This paper looks at the Charter School of Education at California State University Los Angeles and discusses the processes of chartering, the dynamics of such an organizational and cultural change, and the theoretical and practical implications for the reform effort.

by Linda Darling-Hammond — 2000
The author responds to Dale Ballou and Michael Podgursky's critique of What Matters Most, the report of the National Commission on Teaching and America's Future, and details the research support for the National Commission's recommendations.

by Dale Ballou & Michael Podgursky — 2000
The authors challenge the conclusions of the National Commission for Teaching and America’s Future and argue that the research literature offers far less support for the Commission’s recommendations than is claimed.

by Dale Ballou & Michael Podgursky — 2000
The authors respond to criticism by Linda Darling-Hammond of their previous article that challenges the conclusions of the National Commission on Teaching and America’s Future.

by Kim Wieczorek & Carl Grant — 2000
This article examines pervasive ideas about knowledge, briefly addressing perceptions in popular media, and then moves on to discuss the professional literature and especially the idea of a knowledge base for teacher candidates.

by Perry Zirkel — 1999
This article challenges schools of education to implement credible and meaningful grading systems to combat pervasive grade inflation.

by Nancy Beadie — 1996
This article explores how the idea of shared decision making can be used to reframe the purpose of social foundations in teacher education.

by National (NCTAF) — 2000
A blueprint for recruiting, preparing, and supporting excellent teachers in all of America’s schools.

by David Labaree — 1995
An examination of the third report of the Holmes Group

by James Fraser — 1992

by Barbara Arnstine — 1990
Examines means of achieving dispositional educational aims (rationality and caring) by redesigning teacher education programs. Prospective teachers must be prepared to cultivate rational, caring dispositions in themselves to encourage these dispositions in their students.

by Harry Broudy — 1990
The author argues that the persistent criticism of teachers and of teacher education programs is due in part to the absence of a "consensus of the learned" about how teachers should be educated. Broudy’s position is that a working consensus could be established through a case-study method in teacher education if cases were developed to portray important problems identified by teachers as typical and recurrent in their professional practice.

by Penelope Peterson, Christopher Clark & W. Dickson — 1990
The authors raise questions about the place and form of educational psychology in the larger conversation about the thoughtful preparation of teachers, Recent research and theory in cognition and instruction suggest alternatives to traditional concepts of the learner, the teacher, and classroom learning.

by William Trent — 1990
The author presents a series of arguments for his proposal that the importance of race and ethnicity in education should become a primary area of study for the prospective teacher.

by Jonas Soltis — 1990
Soltis claims that the members of any profession need a "professional literacy" of concepts and concerns held in common if they are to communicate effectively in debate and cooperative problem-solving. Soltis suggests several fundamental educational questions that each perspective teacher should be equipped to reflect upon in informed ways.

by Walter Doyle — 1990
The author argues that classroom knowledge is the core foundation for teacher research and practice.

by Lee Shulman — 1990
After briefly reviewing the history of the idea of foundations in the education of professionals, Lee Shulman explores a more integrated view of what psychologists and philosophers have to offer teachers in training. He offers an alternative metaphor to foundations that connects foundational disciplinary perspectives to the subject matter that teachers teach.

by Paul Violas — 1990
Paul Violas argues that if teachers are to understand the problems they face in professional practice-and make informed judgments about them - they must understand the historical context of schooling.

by Robert Floden & Christopher Clark — 1988
A discussion of the uncertainty of teaching and the implications for teacher education programs

by Philip Jackson — 1987
Tomorrow's Teachers" is criticized for its engineering how-to-do-it view of teaching and for using a medical metaphor. Dreams of a science of education should be abandoned and replaced by a conception of what the profession might become taken from teaching itself.

by Mary Futrell — 1987
The president of the National Education Association evaluates the Holmes Group Report, praising some proposals and expressing reservations about others. She proposes a national teacher certification board to certify all entering teachers in cooperation with state boards.

by Alan Tom — 1987
This paper examines the Holmes Group proposal to eliminate the undergraduate teacher education major, sees more concern with the structure than with the substance of reform, and finds a commitment to a linear form of professional study. This, it is argued, is in the political interest of research universities.

by Larry Cuban — 1987
Lessons learned in the National Teacher Corps and Masters of Arts in Teaching efforts have been forgotten by the Holmes Group, it is asserted. To promise major changes in school structures and teaching practices through university reforms, state certification policies, and professional development schools ignores how schools have persisted over time.

by Merle Borrowman — 1987
This article discusses the tensions between the liberal and specialist parts of a teacher's education, and considers the difficulty in nurturing a sense of creative inquiry in an educational world dominated by the standardization of tests, curricula, and texts.

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Book Reviews
by Robert V. Bullough, Jr. and Andrew D. Gitlin
reviwed by Angelique Arrington — 2003

by Robert W. Butche
reviwed by Robert Bullough, Jr. — 2002

by Susan Huddleston Edgerton
reviwed by Michelle Knight — 2000

by ohn I. Goodlad, Roger Soder, Kenneth A. Sirotnik
reviwed by Geraldine Clifford — 1991

by Geraldine Joncich Clifford, James W. Guthrie
reviwed by Harry Judge — 1989

by Thomas S. Popkewitz
reviwed by Louise Berman — 1988

by Herbert Kohl
reviwed by Frances Bolin — 1987

by D. Bob Gowin
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by Harry Judge
reviwed by Karen Zumwalt — 1983

by Anthony Adams, Witold Tulzasiewicz
reviwed by Geoff Whitty — 1996

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Resources
  • The Benedum Collaborative Model of Teacher Education: A Preliminary Evaluation
    Results of a preliminary study of the teacher education program at West Virginia University based on the Holmes Group model
  • Teaching Education
    Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education.
  • National Council for Accreditation of Teacher Education
    NCATE is the profession's mechanism to help establish high quality teacher preparation.
  • Teacher Preparation Research: Current Knowledge, Gaps, and Recommendations
    An executive summary of a review of research on teacher preparation
  • Journal of Education for Teaching
    The Journal of Education for Teaching is an established international periodical which publishes original contributions on the subject of teacher education.
  • Asia-Pacific Journal of Teacher Education
    The Asia-Pacific Journal of Teacher Education is an international medium for educators with an interest in the pre-service and continuing education of teachers.
  • Education Review
    Education Review (ER) publishes review articles of recently published books in education. ER contains sixteen departments covering the range of educational scholarship, and is intended to promote wider understanding of the latest and best research in the field.
  • American Journal of Education
    The American Journal of Education is devoted to original inquiries in education, to the evaluation and synthesis of educational scholarship, and to scholarly commentary of educational practice.
  • Harvard Educational Review
    The Harvard Educational Review is a journal of opinion and research in the field of education. In addition to discussions and reviews of research and theory, HER welcomes articles that reflect on teaching and practice in educational settings in the United States and abroad.
  • Journal of Curriculum Studies
    The Journal of Curriculum Studies publishes original, refereed contributions to the theory and practice of and policy-making for curriculum, teaching, and the assessment of schooling.
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