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ERIC Number: EJ796436
Record Type: Journal
Publication Date: 2004
Pages: 20
Abstractor: ERIC
ISSN: ISSN-1536-3031
A Consideration of What Educational Faculty Need to Know and Be Able to Do: Federal and State Policies and Best Practices for Collaborative Preparation Programs
Grenot-Scheyer, Marquita; Coots, Jennifer J.; Bishop-Smith, Kathryn
Issues in Teacher Education, v13 n1 p95-114 Spr 2004
This article addresses how teacher preparation programs can best respond to the broad, complex calls for reform in ways that are locally meaningful and honor academic integrity, but that are also true to the intent of the reform mandates. The authors begin with an overview of some of the federal and state initiatives that are presenting challenges for schools and teacher preparation programs. They then look at "lessons learned" from several teacher preparation programs that have responded to reform mandates by developing programs that increase collaboration between generalists and specialists. These examples will show how in some instances teacher preparation programs respond to reform initiatives in a piecemeal fashion by continually adding courses as new mandates occur, while other programs make revisions with limited lasting effects, and still others rework their entire program to accommodate new mandates guided by a shared vision of truly collaborative teacher preparation.
Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; New York; Ohio; Wisconsin
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001