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The Last Word in Research on Teaching - A Review of the Handbook of Research on Teaching, 4th Edition - Part 5 - Policyreviewed by Christopher M. Clark, Mark Girod, Ebony Roberts, Jaime Galindo, Patricia Aben, Patricia Aben, Sean Farmer & Lanetia Noble - 2003 Title: 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 Search for book at Amazon.com 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.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- 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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