ERIC Number: ED488849
Record Type: Non-Journal
Publication Date: 2004
Reference Count: 0
Research Linking Teacher Preparation and Student Performance: Teacher Education Yearbook XII
Guyton, Edith M., Ed.; Dangel, Julie Rainer, Ed.
Rowman & Littlefield Education
The case studies, research, and projects presented here strike at the very heart of effective teaching. The specific practices to improve student performance will spark classroom discussion and improve teacher practice. After a foreword by Frances van Tassell and an introduction by Edith M. Guyton and Julie Rainer Dangel, this book is divided into three parts. Chapters presented in Division 1, Effects of Teacher Education Interventions on Student Learning, include: (1) "Overview and Framework" (Alan J. Reiman); (2) "Linking Professional Development to Improvements in Student Learning" (Thomas R. Guskey and Dennis Sparks); (3) "The Renaissance Partnership Teacher Work Sample: Evidence Supporting Score Generalizability, Validity, and Quality of Student Learning Assessment (Peter R. Denner, et al); (4) "Professional Development to Improve Student Learning: A Systems Approach" (Mary E. Little); and (5) "Summary" (Alan Reiman). Chapters included in Division 2, Methods of Making Connections between Teacher Education and Student Learning, include: (6) "Overview and Framework" (Gwendolyn T. Benson); (7) "Documenting Positive Impact on Student Learning: A Pre-Service through Professional Continuum (Barbara Sanders, et al); (8) "Teachers' Mathematics Preparation and Student Learning of Elementary School Mathematics" (Frank B. Murray, James Raths, and Yanwei Zhang); (9) "What about the Children? Studying the Professional Development School's Impact on Students' School Experience" (Nancy Fichtman Dana, Diana Yendol-Silva); (10) "Linking Teacher Preparation and Student Performance through Practitioner Research" (Carole G. Basile and Stephanie S. Townsend); and (11) "Summary" (Gwendolyn T. Benson). Finally, Division 3, Models for Assessing Teacher Impact on Student Learning, contains the concluding chapters of the book: (12) "Overview and Framework" (Linda F. Quinn); (13) "Empowering Beginning Teachers to Analyze Their Students' Learning" (Wendy Burke); (14) "Complex Teaching and Learning: Connecting Teacher Education to Student Performance" (Christy Folsom); (15) "Learning Styles Preparation Coupled with Teacher Assistance: A Link to Language Arts Achievement Gains for At-Risk Hispanic Middle School Students" (Jane E. Irons and Nancy Leffel Carlson); (16) "Examining the Role of Teacher Involvement in Achieving a Balanced Literacy Program" (Pamela Boyd and Pamela Dennis Yandle); and (17) "Summary" (Linda Quinn).
Descriptors: Teacher Effectiveness, Academic Achievement, Case Studies, Intervention, Professional Development, Teacher Education, Mathematics Education, Cognitive Style, Achievement Gains, High Risk Students, Hispanic American Students, Teacher Empowerment
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Publication Type: Books; Collected Works - General; Reports - Research
Education Level: N/A
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