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ERIC Number: EJ795252
Record Type: Journal
Publication Date: 2004
Pages: 10
Abstractor: ERIC
Reference Count: 15
ISBN: N/A
ISSN: ISSN-0737-5328
The Opposite Intended Effect: A Case Study of How Over-Standardization Can Reduce Efficacy of Teacher Education
Hughes, Bob
Teacher Education Quarterly, v31 n3 p43-52 Sum 2004
The hyper-regulation of education (and most recently the teacher preparation component of education) thrives on the premise that any perceived deficiencies in the educational system can be alleviated by reducing differences among the ways in which people are educated and by demanding adherence to standards. In its impact, however, this simplification has an opposite effect. Rather than raising expectations, a reliance on standards as the solution to perceived ineffectiveness has disconnected education from the more complex set of needs that should be addressed. To meet standards, teachers must often ignore issues which may also need to be addressed, but for which they are not being evaluated. Additionally, teachers must allow someone else to determine what is of value--even if that means ignoring the cognitive, cultural, and societal developmental needs of learners. As a direct result, K-12 schools now focus on a narrow band of certain content areas to the exclusion or diminution of others. This article presents an analysis of the technology standards which focuses on what the demands for standardization in teacher education misses. While presuming neutrality, the technology standards eliminate some skills and require others in ways that are inconsistent with the developmental needs of beginning teachers. In pursuing the gaps between what is required versus what exists, this analysis seeks to identify the impact that these gaps will have on teachers in programs like the one in which the author works.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California