تقرير
'Best Practices' for Evaluating Teacher Preparation Programs. Evaluating and Improving Teacher Preparation Programs
| العنوان: | 'Best Practices' for Evaluating Teacher Preparation Programs. Evaluating and Improving Teacher Preparation Programs |
|---|---|
| اللغة: | English |
| المؤلفون: | Cochran-Smith, Marilyn, Reagan, Emilie M., National Academy of Education |
| المصدر: | National Academy of Education. 2021. |
| الإتاحة: | National Academy of Education. 500 Fifth Street NW Suite 339, Washington, DC 20001. Tel: 202-334-2341; Fax: 202-334-2350; e-mail: info@naeducation.org; Web site: http://www.naeducation.org |
| Peer Reviewed: | N |
| Page Count: | 45 |
| تاريخ النشر: | 2021 |
| Sponsoring Agency: | Bill and Melinda Gates Foundation |
| نوع الوثيقة: | Reports - Evaluative Information Analyses |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Elementary Secondary Education |
| Descriptors: | Best Practices, Teacher Education Programs, Program Evaluation, Knowledge Economy, Teacher Effectiveness, Evidence Based Practice, Reports, Accountability, Equal Education, Evaluation Criteria, Educational Opportunities, Government Role, Advocacy, Educational History, Transformative Learning, Evaluation Methods, Accuracy, Philanthropic Foundations, Educational Improvement, State Government, Educational Policy, Kindergarten, Elementary Secondary Education |
| مستخلص: | In 2010, as the result of a congressionally mandated study, the National Research Council (NRC) published the report "Preparing Teachers: Building Evidence for Sound Policy" (NRC, 2010). Reflecting the unprecedented attention to teacher quality that had emerged internationally in response to the exigencies of the "global knowledge economy," the report was intended to respond to policymakers' demands to know the extent to which the characteristics, practices, and policies that typified teacher preparation in the United States were or were not consistent with scientific evidence. The authors of this paper were charged with preparing an analysis of recent work regarding "best practices for evaluating teacher preparation programs" by synthesizing and critiquing major reports explicitly focused on teacher preparation evaluation. To fulfill this charge, the authors reviewed 19 major reports about teacher preparation evaluation, assessment, or accountability published between 2010 and 2020. The analysis revealed that the primary goal of the majority of existing reports was identifying the strengths and weaknesses of evaluation metrics based on rigorous criteria for accuracy and utility. The analysis also revealed that the majority of reports did not position equity as a central goal of evaluation and actually said very little about equity explicitly, although some assumed that equity was a by-product of rigorous evaluation systems. Building on the analysis of the 19 reports, this paper calls for a new equity-centered approach to teacher preparation evaluation that acknowledges the serious inequities in educational opportunity and attainment across groups in the United States as well as the important role that teacher preparation evaluation can play as part of larger efforts to overcome disparities in opportunity and attainment. The authors argue that strong equity should be established as an explicit goal and a desired outcome of teacher preparation evaluation, and that it should be central to the design, interpretation, uses, and consequences of evaluation. [For "Preparing Teachers: Building Evidence for Sound Policy," see ED536574.] |
| Abstractor: | ERIC |
| Entry Date: | 2021 |
| رقم الأكسشن: | ED615385 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |