Using five AERA presidential addresses over the past half century as landmarks, this essay traces the evolution of research on teaching and teacher education as well as some critical impacts the ...research has had on policy and practice related to teacher education and teacher evaluation in the United States. The discussion shows how these addresses both reflected the progress and challenges of research on teaching and teacher education at the times they were delivered and identified paths that the education research community could take to address the challenges. It traces key influences of these lines of work on the quality of teacher preparation, assessment of teaching effectiveness, and competing conceptions of teacher accountability. It ends with a discussion of the role of politics in setting educational policy, a call for education researchers to become more knowledgeable about and more capable of engaging in political and policy arenas productively, and a reminder that public scholarship is the goal of the 2016 AERA Annual Meeting and the topic of the next presidential address.
For teacher education, this is perhaps the best of times and the worst of times. It may be the best of times because so much hard work has been done by many teacher educators over the past two ...decades to develop more successful program models and because voters have just elected a president of the United States who has a strong commitment to the improvement of teaching. It may be the worst of times because there are so many forces in the environment that conspire to undermine these efforts. In this article, the author discusses the U.S. context for teacher education, the power of teacher preparation for transforming teaching and learning, and the current challenges for this enterprise in the United States.
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education ...programs. The weakness of traditional program models that are collections of largely unrelated courses reinforce this low regard. This article argues that we have learned a great deal about how to create stronger, more effective teacher education programs. Three critical components of such programs include tight coherence and integration among courses and between course work and clinical work in schools, extensive and intensely supervised clinical work integrated with course work using pedagogies that link theory and practice, and closer, proactive relationships with schools that serve diverse learners effectively and develop and model good teaching. The article also urges that schools of education should resist pressures to water down preparation, which ultimately undermine the preparation of entering teachers, the reputation of schools of education, and the strength of the profession.
This article draws out the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research. ...Situating the review in a developmental systems framework, we synthesize evidence from the learning sciences and several branches of educational research regarding well-vetted strategies that support the kinds of relationships and learning opportunities needed to promote children's well-being, healthy development, and transferable learning. In addition, we review research regarding practices that can help educators respond to individual variability, address adversity, and support resilience, such that schools can enable all children to find positive pathways to adulthood.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
The No Child Left Behind Act, the major education initiative of the Bush Administration, was intended to raise educational achievement and close the racial/ethnic achievement gap. Its strategies ...include focusing schools' attention on raising test scores, mandating better qualified teachers and providing educational choice. Unfortunately, the complex requirements of the law have failed to achieve these goals, and have provoked a number of unintended negative consequences which frequently harm the students the law is most intended to help. Among these consequences are a narrowed curriculum, focused on the low-level skills generally reflected on high stakes tests; inappropriate assessment of English language learners and students with special needs; and strong incentives to exclude low-scoring students from school, so as to achieve test score targets. In addition, the law fails to address the pressing problems of unequal educational resources across schools serving wealthy and poor children and the shortage of well-prepared teachers in high-need schools. A policy that would live up to the law's name would need to address these issues and reshape the law's requirements to enable the use of assessments and school improvement strategies that support higher-quality teaching and learning.
This paper reviews the sources of and potential solutions to teacher shortages in the United States. It describes the sources of current and projected increases in teacher demand relative to ...enrollments, shifts in pupil-teacher ratios, and attrition. It places these in relation to recent declines in teacher supply and evaluates evidence of shortages in fields like mathematics, science, special education, and educators for English learners, as well as in particular parts of the country. Our analysis using national databases through 2016 predicted an estimated annual teacher shortage of approximately 112,000 teachers in 2017-18. Our recent review of state teacher workforce reports estimated 109,000 individuals were uncertified for their teaching positions in the US in 2017, roughly approximating our projections. We discuss the factors driving shortages and, based on previous research, identify responses that might ameliorate these trends.
Beyond the Bubble Test Linda Darling-Hammond, Darling-Hammond; Frank Adamson, Adamson
2014, 2014-06-16T00:00:00, 2014-05-14, c2014
eBook
Performance assessment is a hot topic in school systems, and educators continue to analyze its costs, benefits, and feasibility as a replacement for high-stakes testing. Until now, researchers and ...policymakers have had to dig to find out what we know and what we still have to learn about performance assessment. Beyond the Bubble Test: How Performance Assessments Support 21st Century Learning synthesizes the latest findings in the field, and not a moment too soon. Statistics indicate that the United States is in danger of falling behind if it fails to adapt to our changing world. The memory and recall strategies of traditional testing are no longer adequate to equip our students with the skills they need to excel in the global economy. Instead teachers need to engage students in deeper learning, assessing their ability to use higher- order skills. Skills like synthesizing information, understanding evidence, and critical problem-solving are not achieved when we teach to multiple-choice exams. Examples in Beyond the Bubble Test paint a useful picture of how schools can begin to supplement traditional tests with something that works better. This book provides new perspectives on current performance assessment research, plus an incisive look at what's possible at the local and state levels. Linda Darling-Hammond, with a team of leading scholars, bring together lessons learned, new directions, and solid recommendations into a single, readily accessible compendium. Beyond the Bubble Test situates the current debate on performance assessment within the context of testing in the United States. This comprehensive resource also looks beyond our U.S. borders to Singapore, Hong Kong, and other places whose reform-mindedness can serve as an example to us.
This article describes teacher education in jurisdictions around the world that have well-developed systems for teacher development. It examines teacher education policies and practices in Australia ...(with a focus on Victoria and New South Wales), Canada (with a focus on Alberta and Ontario), Finland and Singapore within the context of recruitment, preparation, induction, ongoing professional development and collective improvement of practice. It compares these practices with those in the United States, and evaluates challenges countries face in transforming their teacher development systems.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Addressing teacher turnover is critical to stemming the country's continuing teacher shortages. It is also important for school effectiveness, as the academic and financial costs of teacher turnover ...to student learning and district budgets are significant. Using the most recent nationally representative data from the National Center for Education Statistics' Schools and Staffing Surveys, the authors detail which teachers are leaving, why, and which students are most impacted. The study finds higher turnover rates in the South; among mathematics, science, special education, English language development, and world languages teachers; in schools serving students of color and from low-income families; and among teachers of color. The study also finds that several factors are associated with higher turnover rates, including lack of administrative support, teacher salaries, and alternative certification. The paper reviews policy strategies that can address teacher turnover.
Reinventing Systems for Equity Darling-Hammond, Linda
ECNU Review of Education,
06/2024, Letnik:
7, Številka:
2
Journal Article
Recenzirano
Odprti dostop
Highlights
Around the world, nations are grappling with the longstanding inequalities in education and society that were made more visible during the pandemic—along with the increasing educational ...demands of our fast-changing, knowledge-based world.
This article outlines the anatomy of educational inequality and the demands for students to develop “learning ability.”
It argues that to address these issues, we must reinvent education systems—often designed around a now antiquated factory model—so that schools can become more student-centered and supportive of whole child development; focused on deeper learning that meets the demands of today's society; culturally and linguistically connected and sustaining; grounded in collaboration among students, staff, families, and communities; and equitable in the opportunities provided and outcomes achieved.
It describes policy strategies to accomplish these aims, with a strong emphasis on the changes in educator preparation and in-school supports needed for developing powerful teaching.
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