NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1202861
Record Type: Journal
Publication Date: 2019
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1547-688X
Framing Teacher Education: An Analysis of the Comprehensive Educator Equity Plans of 16 State Education Agencies
Cuenca, Alexander; Nichols, Joseph R., Jr.
New Educator, v15 n1 p1-17 2019
This article explores the nature of a federal intervention into teacher education through state policy making and problem framing. The authors examined the 16 comprehensive educator equity plans that were approved by the U.S. Department of Education in 2015 and surface four inadequacies the reports communicate about teacher education: (a) an inability to recruit diverse candidates, (b) an unsuitable curriculum for high-needs schools, (c) limited exposure to diverse teaching placements, and (d) an environment that lacks accountability. Through this project, this article covers how federal educational aims are delegated to states in order to frame economics as the goal of education and teacher education as negligent in this pursuit.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A