teachered - Claire Fontaine on Diigo

04 Nov 08

EPAA Vol. 8 No. 1 Darling-Hammond: Teacher Quality & Student Achievement

Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS), and the National Assessment of Educational Progress (NAEP), this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states. This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work. The implications for state efforts to enhance quality and equity in public education are discussed. (Note 1)

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journal teacher-ed teachered quant research policy

Other studies of the effects of teacher experience on student
learning have found a relationship between teachers'
effectiveness and their years of experience (Murnane & Phillips,
1981; Klitgaard & Hall, 1974), but not always a significant one
or an entirely linear one. While many studies have established
that inexperienced teachers (those with less than three years of
experience) are typically less effective than more senior
teachers, the benefits of experience appear to level off after
about five years, especially in non-collegial work settings
Similarly, very
well-prepared beginning teachers can be highly effective

03 Nov 08

ARPA: How real is reel? Teachers on screen and in the classroom

review of: Education in Popular Culture: Telling Tales on Teachers and Learners

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film teachered australia

The constant
iteration in popular culture of the charismatic teacher undermines the
competent craftsperson and the reflective practitioner (Moore 2004, p.
5)
Moore, A. 2004, The Good Teacher. Dominant Discourses in Teaching
and Teacher Education, Routledge, London.

14 Jul 08

Multicultural Education: Interfacing Culture Specific Pedagogy with Counseling: A Proposed Diversity Training Model for Preparing Preservice Teachers for Diverse Learners

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MULTICULTURAL PRE-SERVICE EDUCATION: <br>Promising Multicultural Pre-service Teacher Education Initiatives

This article offers an assessment of the state of multicultural pre-service teacher education programs in the United States. Especially given projections of a growing minority population in the United States, the literature indicates that many teacher educators acknowledge multicultural education as important. Training in teacher education programs in this area, however, is at a substandard level across this country.

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teachered preservice altcert TFA race lit_review article radical pedagogy TOREAD radical_pedagogy

Minorities constitute a growing percentage of the United States population. It has been predicted that 46% of the school population by 2020 would be non-White (Banks, 2001; Neito, 2000). Therefore, it is vital that the growing minority workforce be educated. This is, however, not happening. For example, while social distance between teachers and students continues to grow and teachers receive more education, and students receive less, with 25 states out of the 50 states requiring multicultural pre-service education (Evans, Carol & Sherry, 1997), serious questions need to be raised.
The problem of lack of meaningful multicultural training of teachers may also stem from the parochialism of education and/or the fact that most professors in education share comparable characteristics of their pre-service students’ non-cultural experiences (Parker & Hood, 1995).
5 more annotations...
- Currently, most pre-service teachers are monolingual (i.e., White females) (Ukpokodu, 2002) who prefer to teach in rather rural and suburban settings.
- For those teachers who enter into urban schools, they are soon to leave their positions for the same reasons the diverse students drop out of school – and this is a failure in terms of poor student-teacher interactions and ineffective teaching strategies (Weiner, 1993). A recent study (Gibson, 2002) of student-teacher interactions in a Bronx, New York high school, for example, revealed that predominantly White teachers often spoke of their Black and Hispanic students as aliens, most of whom caused problems, and with whom they often felt ineffective.
- In 1990 the literature about the direction of multicultural pre-service training indicated three directions: 1) ensuring cultural knowledge of different groups; 2) addressing the beliefs and attitudes of pre-service teachers and, 3) training in cultural- relevant pedagogical skills. I believe these three issues are pressing today than ever before:
- Multicultural ignorance is responsible for the disproportionate, calculated and subjective placement of African-Americans (especially African American males) (32%) in special education programs (Russo & Talbert-Johnson, 1997). This is especially true in urban areas where 57% of all African-Americans who are below the poverty level reside (Russo & Talbert-Johnson, 1997)
- According to Carroll (1990) and Gay (1993), pre-teachers need to be taught to become changing agents with skills for the following: (1) critical self-analysis, (2) self-reflection and (3) understanding culture. In addition, the authors believe that teachers must develop strategies for teaching both minority and mainstream students. To do this, teachers may need to be immersed in other cultures (Follo, Hoerr & Vorheis-Sargent, 2002). Immersion could be made a part of internships, practica and, or other field-based experiences (Clark et al., 1996; Cannella & Reiff, 1994 on Englert, 1997; Payne, 1980; Russo & Talbert-Johnson, 1997; Weiner, 1993).

03 Jul 08

Theory Into Practice: Developing cultural critical consciousness and self-reflection in preservice teacher education

In this article, the authors argue that developing personal and professional critical consciousness about racial, cultural, and ethnic diversity should be a major component of preservice teacher education.

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article teachered identity research

In this article, the authors argue that developing personal and professional critical consciousness about racial, cultural, and ethnic diversity should be a major component of preservice teacher education.
silence, diversion, guilt, and benevolent liberalism.

19 Jun 08

Action in Teacher Education - Call for Manuscripts

Action in Teacher Education
Summer 2009 (Vol. 31, No. 2) Special Edition
Research on Teacher Reflectivity: The Impact on Teaching and Learning

Manuscript Deadline: January 15, 2009

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aera teachered manuscript publication opportunity journal

18 Jun 08

Top News - Teachers: Give us better tech training, support

After more than decade of investment in school technology, educators say they still don't feel adequately prepared to integrate instructional software into their classrooms and aren't getting the technical support they need to fully impact student achievement, according to a joint study by the nation's two largest teacher unions.

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05 Jun 08

400 BLOWS - trier

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TCRecord: Article

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cochran-smith tcrecord journal article urbaned teachered teacherquality policy politics_of_education

She suggests that rather than design teacher preparation programs
around critical dissonance, where prospective teachers engage in
critical theory-based curriculum study and action research
projects, teacher educators should focus on cultivating
collaborative resonance, where prospective teachers engage in
“linking what they learn from their university-based
experiences with what they learn from their school-based
experiences” (pp.
Emphasizing
the multiplicity of local contexts, teacher educators need to make
themselves vulnerable, as Cochran-Smith does in “Blind
Vision,” and perhaps engage the dialectic of critical
dissonance and collaborative resonance with their colleagues and
students. When learning communities are primarily homogeneous, the
opportunities for critical inquiry into issues of diversity and
equity in education may not be as present as they are in
more heterogeneous inquiry communities.
2 more annotations...
- After
  making the compelling argument for an emphasis on inquiry
  communities as a powerful means for teacher development and teacher
  education for social justice,
- Noticeably,
  teacher educators must also strengthen the social justice research
  base in teacher education. Cochran-Smith suggests that “we
  need more studies linking theory and practice” (p.
  163).

EPAA Vol. 9 No. 11 Cochran-Smith: Constructing Outcomes in Teacher Education: Policy, Practice and Pitfalls

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policy education teachered politics_of_education ideology article journal

Part of a larger
conservative political agenda for the privatization of
American education, the deregulation movement is an
influential part of the policy context in teacher education
and, as I argue here, it is playing a major role in the ways
we construct outcomes in teacher education.
Different premises about the purposes
of schooling mean different ways of demonstrating that
teacher education programs and procedures are
"accountable," "effective," or
"value-added."
33 more annotations...
- In a certain sense, every debate related
  to outcomes assumes that the ultimate goal of teacher
  education is student learning
- Outcome as "long-term/general impact"
- Outcome as "teacher test results"
- Outcome as "professional performance"
- the review
  explores the impact on students' achievement of large scale
  policies and institutional practices that affect the overall
  level of teachers' knowledge and skills in a given state or
  region.
- for state policy
  makers, for higher education institutions,
- conservative economists
- Supported
  by the Carnegie Foundation and the Ford Foundation, NCTAF
  (in collaboration with NBPTS, INTASC, and NCATE) frames
  "the problem" of American education in terms of
  democratic values
- The Fordham Foundation and other conservative organizations
  and politicians, on the other hand, frame "the
  problem" in terms of a market approach to educational
  policy
- They advocate heavy
  emphasis on the results of education and favor heavy
  sanctions for those who cannot or will not measure up. (I
  return to this issue of market versus democratic ideologies
  in the final section of this article where I suggest,
  following many others, that these two approaches to
  educational policy—democracy-driven and market-driven—are
  mutually exclusive.)
- Constructing outcomes in teacher education as scores on
  teacher tests creates a number of problems
- esearch as a vehicle for generating local
  knowledge and challenging the status quo by linking inquiry,
  professional knowledge, and professional practice across the
  teaching lifespan
- What professional performance looks like when inquiry is
  regarded as an outcome has been spelled out in detail in my
  writing about inquiry-centered preservice teacher education
  with the goal of social justice (Cochran-Smith,1991;
  1995a,b; 1998)
- Learning to teach through inquiry is difficult and uncertain
  work. It is work that is profoundly practical in that it is
  located in the dailiness of classroom decisions and actions,
  including teachers' interactions with their students and
  families, choices of materials and texts, uses of formal and
  informal assessments, and so on. At the same time, however
  it is work that is deeply intellectual in that it involves a
  continuous process of constructing understandings,
  interpretations, and questions.
- What is at the heart are basic differences in
  definitions of teaching and learning and in connections that
  are assumed among teacher learning, professional practice,
  and student learning.
- professionalization-
  deregulation debate
- However, the
  dominance of the input-output metaphor to describe teacher
  education outcomes is even more troubling than overuse of
  the paradigm shift phrase. The input-output metaphor
  conjures up production and factory imagery
- Metaphors may create realities for us, especially social
  realities. A metaphor may thus be a guide for future
  action. Such actions will, of course, fit the metaphor.
  This will, in turn, reinforce the power of the metaphor to
  make experience coherent. In this sense metaphors can be
  self-fulfilling prophecies. (p. 156)
- teaching can be defined as instructional practice that
  leads to demonstrable student learning gains.
- This means that teachers are responsible for
  students' learning despite the mitigation of social and
  cultural contexts, students' backgrounds, and the match or
  mismatch of school and community expectations.
- The dire
  circumstances of the cities are not going to change because
  teachers teach better. Weiner (1989) makes this point with
  clarity when she argues that the "Herculean task"
  of teaching in urban schools is the result of complex school
  bureaucracies, the isolation of schools from the families
  and communities they are
- "candidates learn to
  contextualize teaching and to draw upon representations from
  the students' own experiences and skills. Candidates should
  learn how to challenge students toward cognitive complexity
  and engage students through instructional conversation"
  (pp. 15-16).
- It is also important to ask, however, whether this
  emerging view of the prospective professional includes
  images of teacher candidates as activists, as agents for
  social change, and/or as allies for social justice? Does
  it include an image of the teacher candidate as one who
  works with others to challenge the current arrangements of
  schools and schooling?
- "the changing demographics of the nation's
  schoolchildren have caught schools, colleges, and
  departments of teacher education by surprise. Students are
  still being prepared to teach in idealized schools that
  serve White, monolingual, middle class children from homes
  with two parents" (p. 86-87).
- As we construct outcomes in teacher education, one of the
  challenges we face is how to keep social
  justice—particularly issues of race, class, and
  language background—on the agenda.
- This other image of the professional
  teacher is of one who constructs pedagogy that is culturally
  relevant and responsive (Gay, 2000; Irvine & York, 1995;
  Ladson-Billings, 1994, 1995), multicultural but also
  socially reconstructionist (Sleeter & Grant, 1987; Sleeter &
  McLaren, 1995), anti-racist (Sleeter, 1992; Tatum, 1992),
  anti-assimilationist (King, 1996), and/or aimed at social
  justice (Cochran-Smith, 1995, a,b; 1999). (Note 6) In
  short, the professional teacher is one who teaches in a way
  that bell hooks (1994) calls emancipatory or
  "transgressive":
- The second,
  which is intended to reform teacher education through
  deregulation so that larger numbers of college graduates
  (with no teacher preparation) can enter the profession, is
  based on a market approach to the problem of teacher
  shortages that feeds off erosion of public confidence in
  education.
- Similarly Earley (2000) and
  Labaree (1997) each point out that a market approach to
  reform of teaching and teacher education fundamentally
  misunderstands the nature of teachers' work, which is
  primarily a public enterprise for the common good,
- A market policy lens is based on competition, choice,
  winners and losers, and finding culprits. Yet teachers must
  assume that all children can learn, so there cannot be
  winners and losers. Market policies applied to public
  education are at odds with collaboration and cooperative
  approaches to teaching and learning
- that public
  education is an enterprise for the public good in a
  democratic society. Emphasis on private goods and the
  privatization of education is a trend that is not limited to
  the U.S. Rather the free-market approach to educational
  reform is a global phenomenon.
- Many of the recent attacks on teacher education are
  best understood in terms of this lager global debate. There
  is a striking similarity in many of the attacks on teacher
  education and in their allegiance to market-driven reforms
  that make the anti-democracy theme very clear
- The similarities among many of these attacks, though, are
  not surprising—nor are their explicitly conservative
  politics and their gestures toward racism—when it is
  understood that they are part of a market-driven approach to
  educational reform and part of the larger conservative
  political agenda for the privatization of American
  education. Although it claims to be neutral, this agenda
  begins with the premise that we need to deregulate and
  dismantle teacher education, certifying teachers solely on
  the basis of high stakes test scores and letting the market
  decide which children will have the most qualified teachers.
  These are anything but neutral premises and neutral
  assumptions about the purposes of American education, the
  purposes of teacher education, and the role of public
  education in a democratic society.
- At this critical juncture in the reform
  and development of teacher education, if we do not take
  control of framing the outcomes in teacher education, then
  the outcomes will surely frame us and undermine our work

02 Jun 08

"the home bureau creed"

"to maintain the highest ideals of home life; to count children the most important of crops" and so on...

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photographs cornell women teachered gender archives

Inventing the Humanities

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trier teachered film media_studies

ScienceDirect - Teaching and Teacher Education, Volume 24, Issue 5, Pages 1115-1400 (July 2008)

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teachered narrative identity film academia journal

UNC School of Education

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trier film teachered

30 May 08

Inside Teaching (Carnegie Foundation)

A LIVING ARCHIVE OF PRACTICE

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21 May 08

Teach for America Grows Up - Slate Magazine

What TFA can teach the NCLB era.

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slate altcert TFA teacherquality teachered

11 May 08

Publications - International Bureau of Education. Bureau International d'Education. Oficina Internacional de Educacion. IBE. BIE. OIE. | UNESCO.ORG

This series of studies was produced within the framework of the IBE research project "Basic Education for Participation and Democracy: Key Issues in Human Resources Development (Teachers and Multicultural/Intercultural Education)" (1993-1994) . The documents have been digitized thanks to the collaboration of Indiana University.

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teachered UNESCO

08 May 08