ERIC Number: ED494021
Record Type: Non-Journal
Publication Date: 2006
Reference Count: 215
Reforming Teacher Education: Something Old, Something New
Kirby, Sheila Nataraj; McCombs, Jennifer Sloan; Barney, Heather; Naftel, Scott
Teacher education has been subject to both scathing criticism and innumerable efforts designed to reform it or to save it from being dismantled. One of the latest and most well funded efforts aimed at teacher education reform is boldly titled Teachers for a New Era (TNE). Eleven colleges and universities of various types nationwide were selected to participate in TNE. The TNE initiative emphasizes evidence-based decisionmaking, close collaboration between education and arts and sciences faculty, and teaching as an academically taught clinical-practice profession. This monograph has two main purposes: (1) to place TNE in the larger context of teacher education reform and to critically examine the process by which reform will result in caring, competent, and highly qualified teachers capable of producing improvements in student learning; and (2) to examine TNE's contributions to the grantee institutions' teacher education programs and culture and to assess the sustainability of TNE beyond the life of the grant. This monograph should be of interest to educational researchers, funders interested in K-12 education, and education policymakers at the national, state, and local levels who are struggling with issues of teacher quality and how to improve learning for all students. This research was conducted within RAND Education and reflects RAND Education's mission to bring accurate data and careful, objective analysis to the national debate on education policy. This monograph begins with a Preface, list of Figures and Tables, Summary, Acknowledgments and Acronyms followed by the following chapters: (1) Introduction; (2) TNE in the Context of the Broader Teacher Education Reform Effort; (3) TNE's Theory of Change: Assumptions, Enabling, Factors, and Potential Outcomes; (4) Profiles of the TNE Institutions; (5) Implementation Progress and Thoughts About Sustainability of TNE; and (6) Conclusions. The following are appended: (1) Teachers for a New Era Web Sites; (2) Implementation Progress: First Cohort of Grantees; (3) Second Cohort of Grantees: Sites Included in the National Evaluation; (4) Second Cohort of Grantees: Sites Not Included in the National Evaluation; and (5) Florida A&M University.(Contains 2 figures and 3 tables.)
Descriptors: Elementary Secondary Education, Teacher Education Programs, Teacher Effectiveness, Educational Researchers, Educational Policy, Educational Change, Preservice Teacher Education, Accreditation (Institutions), Alternative Teacher Certification, Teacher Certification
RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: email@example.com; Web site: http://www.rand.org
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers; Policymakers
Sponsor: Rockefeller Foundation, New York, NY.; Ford Foundation, New York, NY.; Nellie Mae Foundation, Braintree, MA.
Authoring Institution: Rand Corp., Santa Monica, CA.