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ERIC Number: EJ877594
Record Type: Journal
Publication Date: 2004
Pages: 12
Abstractor: ERIC
Reference Count: 16
ISBN: N/A
ISSN: ISSN-0013-1849
"Steady Work": The Ongoing Redesign of the Stanford Teacher Education Program
Darling-Hammond, Linda
Educational Perspectives, v36 n1-2 p8-19 Spr 2004
For many years, teacher education has been the subject of persistent concerns, many of which were reflected in a 1997 evaluation of the Stanford Teacher Education Program (STEP). The evaluation noted the lack of a common view of the purpose of STEP, resulting in "contradictory practices and mixed messages"; fragmented coursework; faculty turnover; lack of collaborative planning; inadequate attention to classroom management and other pragmatic concerns; lack of attention to reading instruction and the use of technology; disconnects between the vision of STEP and the pedagogy embodied in courses and placements; and the proverbial lack of connection between theory and practice. Teacher educators have struggled for years to place student teachers in classrooms that reflect state-of-the-art practice and are in synch with program coursework and with research on effective teaching. The articulation and sustenance of a common vision, and the development of a shared understanding of the goals of student teaching, are similarly long-standing challenges. The creation of a curriculum that is systematic and synergistic across courses and across the university and school components of preparation has been difficult in most institutions. Finally, teacher education programs remain the stepchildren of most universities, underfunded and under-resourced by many and treated with intellectual disdain by most. Dissatisfaction with these conditions provoked a redesign of Stanford's Teacher Education Program in 1998, with the hiring of new faculty on the heels of the above-noted evaluation. The redesign efforts aimed to address not only the problems that had been identified, but also the many new demands facing teacher education programs in California and nationally. These include changing demographics and growing diversity, which require greater attention to social equity and inclusion, as well as the evolving knowledge economy, which simultaneously demands higher levels of learning for all citizens. In this paper, the author describes how the redesigned STEP program has pursued these goals, what strategies have been used to implement specific changes in the program, what evaluations of the reforms have discovered about its effects and the broader outcomes of the program, and the additional efforts underway to fulfill the STEP vision. (Contains 1 figure and 2 footnotes.)
College of Education, University of Hawaii at Manoa. Wist Annex 2 Room 131, 1776 University Avenue, Honolulu, HI 96822. Tel: 808-956-8002; e-mail: coe@hawaii.edu; Web site: http://www.coe.hawaii.edu/research/ep
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
Identifiers - Assessments and Surveys: Sequential Tests of Educational Progress