ERIC Number: ED325477
Record Type: RIE
Publication Date: 1990-Nov
Reference Count: N/A
Roles and Authority of States in Policies for Teachers and Teaching. Trends and Issues Paper No. 2.
Scannell, Marilyn M.
This paper highlights recent trends, issues, and research related to the roles and authority of states in policies for teachers and teaching. A review of literature demonstrates an increased role for state policymakers in education decision making. Decisions that had typically been within the domain of professional educators are now subject to state mandate. Trends, however, suggest that state policymakers will focus their attention more on educational outcomes and accountability systems and less on prescribing how education should be delivered, thus making the role of local institutions increasingly important. While there is major agreement between educators and policymakers that systemic changes in the education system are necessary, in contrast to the surface changes of earlier reform mandates, there is substantial disagreement on how such change will be achieved. Many policy analysts advocate a capacity-building approach to effecting changes in the education delivery system. Many state policymakers are looking at system-changing policies rather than capacity-building strategies as the best method for effecting change; e.g., the advocacy of alternative teacher certification programs that bypass traditional education programs entirely. (JD)
Descriptors: Academic Standards, Alternative Teacher Certification, Delivery Systems, Elementary Secondary Education, Government Role, Higher Education, Literature Reviews, Policy Formation, Preservice Teacher Education, State Legislation, Teacher Certification, Teacher Education Programs, Teacher Supply and Demand, Trend Analysis
ERIC Clearinghouse on Teacher Education, One Dupont Circle, NW, Suite 610, Washington, DC 20036-2450 ($12.00).
Publication Type: ERIC Publications
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Teacher Education, Washington, DC.; American Association of Colleges for Teacher Education, Washington, DC.