Certification Development

Action Research for Educational Change (Theory in Practice) by Elliott

By Elliott

This e-book is worried with motion examine as a kind of instructor expert improvement. In it, John Elliot strains the ancient emergence and present value of motion study in colleges. He examines motion examine as a "cultural innovation" with transformative percentages for either the pro tradition of academics and instructor educators in academia and explores how motion learn could be a type of inventive resistance to the technical rationality underpinning govt coverage. He explains the function of motion study within the particular contexts of the nationwide curriculum, instructor appraisal and competence-based instructor education.

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Extra resources for Action Research for Educational Change (Theory in Practice)

Sample text

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.

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