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Extra resources for Action Research for Educational Change (Theory in Practice)
Comparisons Between TNE Principles and Accreditation and Other Teacher Education Initiatives The guiding themes and program design principles of teacher education reform programs initiated by the teaching ﬁeld and those initiated by accreditation organizations are remarkably similar, suggesting a consensus among teacher education reformers regarding the themes that should govern best practices for teacher education (although, as we show later, the evidence base for these principles is mixed at best).
Chapter Six provides our conclusions and thoughts on the likely legacy of TNE to the larger ﬁeld of teacher education. Appendix A lists the institutions’ TNE-speciﬁc Web sites and other Web sites of interest. Appendices B, C, and D provide an overview of implementation of the three design principles in the ﬁrst and second cohort of grantees. Appendix E presents a brief summary of the activities undertaken by Florida A&M University. CHAPTER TWO TNE in the Context of the Broader Teacher Education Reform Effort This chapter sets TNE in the context of the broader teacher education reform eﬀorts in the nation.
TNE’s thesis is that adoption and implementation of these design principles will result in an “excellent” teacher education program, whose teacher graduates will be well trained, capable, and qualiﬁed. Teachers trained by institutions well aligned with the TNE principles will be “high-quality” teachers, whose quality is measured by the learning gains made by their pupils. TNE also makes it clear that it is expecting teacher education to be a universitywide commitment. To ensure that the institutional leadership is fully engaged in the reform eﬀort, the TNE award is made to an oﬃcer in the president or provost’s oﬃce whose administrative authority extends throughout all academic units of the institution, rather than to a school, college, or dean.