Fall Enrollment in Colleges and Universities
Author :
Publisher :
Page : 60 pages
File Size : 32,8 MB
Release : 1982
Category : College attendance
ISBN :
Author :
Publisher :
Page : 60 pages
File Size : 32,8 MB
Release : 1982
Category : College attendance
ISBN :
Author : Charles Ocelus Fitzwater
Publisher :
Page : 570 pages
File Size : 12,91 MB
Release : 1955
Category : College buildings
ISBN :
Author : United States. Office of Education
Publisher :
Page : 1228 pages
File Size : 14,56 MB
Release : 1932
Category : Agricultural colleges
ISBN :
Author :
Publisher :
Page : 548 pages
File Size : 28,13 MB
Release : 1949
Category : State universities and colleges
ISBN :
Author :
Publisher :
Page : 376 pages
File Size : 44,24 MB
Release : 1920
Category : Education
ISBN :
Author : Ernest Victor Hollis
Publisher :
Page : 112 pages
File Size : 40,52 MB
Release : 1949
Category : College buildings
ISBN :
Author : Oregon. Office of the Secretary of State
Publisher :
Page : 232 pages
File Size : 18,31 MB
Release : 1895
Category : Oregon
ISBN :
Author :
Publisher :
Page : 806 pages
File Size : 19,97 MB
Release : 1925
Category : American literature
ISBN :
Author : California (State).
Publisher :
Page : 24 pages
File Size : 38,91 MB
Release :
Category : Law
ISBN :
Received document entitled: APPELLANTS' SUPPLEMENTAL BRIEF
Author : National Research Council
Publisher : National Academies Press
Page : 234 pages
File Size : 46,54 MB
Release : 2010-07-25
Category : Education
ISBN : 0309128056
Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.