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Teacher Education >> Schools of Education

Articles
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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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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