Research Catalog

Title

Preparing teachers : building evidence for sound policy / Committee on the Study of Teacher Preparation Programs in the United States, Center for Education Division of Behavioral and Social Sciences and Education.

Publication

Washington, D.C. : National Academies Press, c2010.

Items in the Library & Off-site

Details

Additional Authors

• National Research Council (U.S.). Committee on the Study of Teacher Preparation Programs in the United States, Center for Education Division of Behavioral and Social Sciences and Education
• National Research Council (U.S.). Center for Education
• National Research Council (U.S.). Division of Behavioral and Social Sciences and Education

Description

xvi, 217 p.; 23 cm.

Subject

Teachers > Training of > United States

Bibliography (note)

• Includes bibliographical references.

Contents

How Teachers Are Prepared and Certified -- High-Quality Preparation -- Evaluating Effectiveness -- A Model for Future Research -- High-Priority Research Questions -- Data Collection -- Conclusion -- 1. Introduction -- Committee Task and Report -- One of the Largest Occupations in the United States -- Characteristics of Teachers -- A Brief History of Teacher Education -- A Changing Student Population -- 2. Seeking Strong Evidence -- Approaches to Research Design and Evidence -- Causal Evidence -- The Complexity of Analysis: An Example -- Randomized and Quasi-Experimental Designs -- Value-Added Models -- Qualitative and Descriptive Analyses -- Conclusion -- 3. Pathways to Teaching and Teacher Preparation Programs -- Pathways to Teaching -- Variety Within and Among States -- Variety Within Pathways -- The Effects of Pathways -- Programs Within Pathways -- Features of Teacher Preparation Programs -- Program Purpose -- Requirements for Subject-Matter Knowledge -- Requirements for Pedagogical and Other Professional Knowledge -- Field and Clinical Experiences -- Faculty and Staff Qualifications -- Unanswered Questions About Teacher Preparation -- Selectivity -- Timing of Professional Education -- Content and Characteristics of Teacher Preparation -- Tradeoffs Between Selectivity and Intensity -- Conclusion -- 4. Preparing Teachers for All Fields -- Subject-Matter Preparation -- Teaching and Learning -- Coursework -- Evaluation and Research Challenges -- Conclusion -- 5. Preparing Reading Teachers -- The Research Base -- Question 1. What Are Students Expected to Know and Be Able to Do to Be Successful Readers? -- Preventing Reading Difficulties in Young Children -- National Reading Panel -- International Reading Association -- Adolescent Readers and English-Language Learners -- Question 2. What Instructional Opportunities Are Necessary to Support Successful Readers? -- Question 3. What Do Successful Teachers Know About Reading and How to Teach It? -- Overview -- Teaching Adolescent Readers -- Teaching English-Language Learners -- Question 4. What Instructional Opportunities Are Necessary to Prepare Successful Reading Teachers? -- How Reading Teachers Are Currently Prepared -- State Policies -- Descriptive Studies -- Conclusions -- 6. Preparing Mathematics Teachers -- The Research Base -- Question 1. What Do Successful Students Know About Mathematics? -- Question 2. What Instructional Opportunities Are Necessary to Support Successful Mathematics Students? -- Question 3. What Do Successful Teachers Know About Mathematics and How to Teach It? -- Question 4. What Instructional Opportunities Are Necessary to Prepare Successful Mathematics Teachers? -- How Mathematics Teachers Are Currently Prepared -- State Requirements -- Coursework -- Conclusions -- 7. Preparing Science Teachers -- The Research Base -- Question 1. What Do Successful Students Know About Science? -- Science for All Students -- Science Standards -- Learning Progressions and the Big Ideas of Science -- Question 2. What Instructional Opportunities Are Necessary to Support Successful Science Students? -- Standards -- Other Sources -- Question 3. What Do Successful Teachers Know About Science and How to Teach It? -- Professional Standards for Beginning Science Teachers -- Other Sources -- Question 4. What Instructional Opportunities Are Necessary to Prepare Successful Science Teachers? -- How Science Teachers Are Currently Prepared -- Conclusion -- 8. Accountability and Quality Control in Teaching -- Accountability: An Overview -- Certification, Licensure, and Testing -- Certification -- Licensure -- Testing -- Program Approval -- Standards -- Accreditation -- Comparisons with Other Fields -- Conclusion and Recommendation -- 9. Summary and Research Agenda -- Summary: Teacher Preparation in the United States -- Content of Teacher Preparation Programs: Research Evidence -- Accountability -- Research Agenda -- The Relationship Between Characteristics of Teacher Preparation and Student Learning -- Content Knowledge -- Field Experience -- Quality of Teacher Candidates -- A Comprehensive Data Collection System -- Recommendations -- References -- Appendixes -- A. Dissent / Michael Podgursky -- B. How Teachers Learn Critical Knowledge and Skills: Tracing One Example -- C. Biographical Sketches of Committee Members.

ISBN

• 9780309128056 (pbk.)
• 0309128056 (pbk.)
• 9780309129961 (pdf)
• 0309129966 (pdf)

LCCN

2010014539

OCLC

• ocn611962059
• 611962059
• SCSB-5534973

Owning Institutions

Columbia University Libraries