The Experts below are selected from a list of 115887 Experts worldwide ranked by ideXlab platform
Deborah L Carr - One of the best experts on this subject based on the ideXlab platform.
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traditional versus integrated preservice Teacher Education Curriculum a case study
Journal of Teacher Education, 2004Co-Authors: Mikyong Minsun Kim, Richard L Andrews, Deborah L CarrAbstract:This empirical study is intended to assess whether a standards-based integrated Teacher preparation Curriculum is more beneficial in developing professional competencies than a traditional course-oriented Curriculum at a college of Education in a state university. Using multivariate analysis of variance, we found that students who went through the new integrated Curriculum reported higher levels of professional preparation in all 13 standards and competency areas than those who went through the traditional course-oriented Curriculum. This finding remained strong even when the teaching majors were included and controlled as another factor variable. Students in the integrated Curriculum and those in the traditional Curriculum had comparable characteristics, high school grade point averages (GPAs), and college GPAs. Additional related findings and suggestions for future studies also emerged.
Aarti P Bellara - One of the best experts on this subject based on the ideXlab platform.
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the current state of assessment Education aligning policy standards and Teacher Education Curriculum
Journal of Teacher Education, 2013Co-Authors: Christopher Deluca, Aarti P BellaraAbstract:In response to the existing accountability movement in the United States, a plethora of Educational policies and standards have emerged at various levels to promote Teacher assessment competency, with a focus on preservice assessment Education. However, despite these policies and standards, research has shown that beginning Teachers continue to maintain low competency levels in assessment. Limited assessment Education that is potentially misaligned to assessment standards and classroom practices has been identified as one factor contributing to a lack of assessment competency. Accordingly, the purpose of this study was to analyze the alignment between Teacher Education accreditation policies, professional standards for Teacher assessment practice, and preservice assessment course Curriculum. Through a Curriculum alignment methodology involving two policy documents, two professional standards documents, and syllabi from 10 Florida-based, Council for Accreditation of Teacher Education–certified Teacher educ...
Mikyong Minsun Kim - One of the best experts on this subject based on the ideXlab platform.
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traditional versus integrated preservice Teacher Education Curriculum a case study
Journal of Teacher Education, 2004Co-Authors: Mikyong Minsun Kim, Richard L Andrews, Deborah L CarrAbstract:This empirical study is intended to assess whether a standards-based integrated Teacher preparation Curriculum is more beneficial in developing professional competencies than a traditional course-oriented Curriculum at a college of Education in a state university. Using multivariate analysis of variance, we found that students who went through the new integrated Curriculum reported higher levels of professional preparation in all 13 standards and competency areas than those who went through the traditional course-oriented Curriculum. This finding remained strong even when the teaching majors were included and controlled as another factor variable. Students in the integrated Curriculum and those in the traditional Curriculum had comparable characteristics, high school grade point averages (GPAs), and college GPAs. Additional related findings and suggestions for future studies also emerged.
Francesca M Forzani - One of the best experts on this subject based on the ideXlab platform.
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the work of teaching and the challenge for Teacher Education
Journal of Teacher Education, 2009Co-Authors: Deborah Loewenberg Ball, Francesca M ForzaniAbstract:In this article, the authors argue for making practice the core of Teachers’ professional preparation. They set the argument for teaching practice against the contemporary backdrop of a Teacher Education Curriculum that is often centered not on the tasks and activities of teaching but on beliefs and knowledge, on orientations and commitments, and a policy environment preoccupied with recruitment and retention. The authors caution that the bias against detailed professional training that often pervades common views of teaching as idiosyncratic and independently creative impedes the improvement of Teachers’ preparation for the work of teaching. They offer examples of what might be involved in teaching practice and conclude with a discussion of challenges of and resources for the enterprise.
Christopher Deluca - One of the best experts on this subject based on the ideXlab platform.
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the current state of assessment Education aligning policy standards and Teacher Education Curriculum
Journal of Teacher Education, 2013Co-Authors: Christopher Deluca, Aarti P BellaraAbstract:In response to the existing accountability movement in the United States, a plethora of Educational policies and standards have emerged at various levels to promote Teacher assessment competency, with a focus on preservice assessment Education. However, despite these policies and standards, research has shown that beginning Teachers continue to maintain low competency levels in assessment. Limited assessment Education that is potentially misaligned to assessment standards and classroom practices has been identified as one factor contributing to a lack of assessment competency. Accordingly, the purpose of this study was to analyze the alignment between Teacher Education accreditation policies, professional standards for Teacher assessment practice, and preservice assessment course Curriculum. Through a Curriculum alignment methodology involving two policy documents, two professional standards documents, and syllabi from 10 Florida-based, Council for Accreditation of Teacher Education–certified Teacher educ...
