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ERIC Number: EJ779497
Record Type: Journal
Publication Date: 2007-Oct-31
Pages: 2
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0277-4232
Gains Seen in Retooled Teacher Education
Honawar, Vaishali
Education Week, v27 n10 p1, 13 Oct 2007
This article reports on a Louisiana study which suggests that new teachers can be as effective as, or sometimes more effective than, their experienced colleagues. Experts say the study, the first of its kind to come out of a state that has implemented a multi-pronged approach to improving its teacher training, shows that it is possible for states and universities to work hand in hand with teacher-educators to produce higher-quality teachers and consequently raise the bar for the profession. Louisiana required all its teacher programs, public and private, to undergo a major redesign between 2000 and 2003. While the state-mandated study released last week, the first of what are to be yearly reports on their effectiveness, had data for only three of the redesigned programs--all of them alternative-certification courses--the results were encouraging. The three produced 155 new teachers in math, science, and social studies in 2005-06 who performed as well as, or in some cases outperformed, experienced teachers and entered teaching in public schools.
Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Editorial Projects in Education, Bethesda, MD.
Identifiers - Location: Louisiana