Eight questions on teacher preparation
Subtitle: what does the research say?
By: by Michael B. Allen
Contributors: Education Commission of the States
Series: An ECS teaching quality research report; ECS teaching quality research report
Publisher: Education Commission of the States
Published: 2003
Place of publication: Denver, CO
Language: eng
Number of pages: 130
Subjects: Teachers; Training of; Research
Description: "What are the most effective strategies for educating and training the nation's teachers? This ECS report reviews the body of research on teacher preparation to ascertain what evidence the research truly provides and what its implications are for policy. The report is based on a review of 92 studies selected, using rigorous criteria, from more than 500 originally considered. These studies were used to answer eight questions about teacher preparation that are of particular importance to policy and education leaders."--Publisher's description.
Notes: Cover title.

"July 2003."

Included bibliographical references (p. 107-114).
Table of contents: title: question 1. To what extent does subject knowledge contribute to the effectiveness of a teacher?; title: question 2. To what extent does pedagogical coursework contribute to a teacher's effectiveness?; title: question 3. To what extent does high-quality field-based experience prior to certification contribute to a teacher's effectiveness?; title: question 4. Are there "alternative route" programs that graduate high percentages of effective new teachers with average or higher-than-average rates of teacher retention?; title: question 5. Are there any teacher preparation strategies that are likely to increase the effectiveness of new teachers in hard-to-staff or low-performing schools?; title: question 6. Is setting more-stringent teacher preparation program entrance requirements, or conducting more-selective screening of program candidates, likely to ensure that prospective teachers will be more effective?; title: question 7. Does the accreditation of teacher preparation programs contribute significantly to the likelihood their graduates will be effective and will remain in the classroom?; title: question 8. Do institutional warranties for new teachers contribute to the likelihood that recent graduates of those institutions will be effective?