Work

Holding Teacher Preparation Accountable: A Review of Claims and Evidence

Year: 2016

Type: article

Abstract: Teacher preparation has emerged as an acutely politicized and publicized issue in U.S. education policy and practice, and there have been fierce debates about the methods and reasoning behind it. Because of the importance of teachers and teacher education, policy should be driven by the best evidence based on high-quality research.\nIn Holding Teacher Preparation Accountable: A Review of Claims and Evidence, four major national initiatives intended to improve teacher quality by “holding teacher education accountable” for arrangements and outcomes are explored. This policy brief scrutinizes each initiative in light of the research evidence.

Source: CU Scholar (University of Colorado Boulder)

Authors: Marilyn Cochran‐Smith, Rebecca Stern, Juan Gabriel Sánchez, Andrew F. Miller, Elizabeth Stringer Keefe, M. Beatriz Fernández, Wen-Chia Chang, Molly Carney, Stephani Burton, Megina Baker

Language: English

Topic: Teacher Education and Assessments

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funders: U.S. Department of Education, China Academy of Engineering Physics

OpenAlex ID: W2512940444

FWCI: 47.12

Cites:

Cited by: 73

Related to: 10