Medium 9781475819175

Tep Vol 17-N2

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Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield.

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SPECIAL ISSUE: Highly Qualified Teachers

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PATRICK M. JENLINK

Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plan nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts; nothing else will ever be of any service to them. This is the principle on which I bring up these children. Stick to the Facts, sir!

(Dickens, 1854/1961, p. 1)

Less and less do we imagine ourselves and believe ourselves. We make a criterion of adjustment, which glorifies the status quo, and denies the dynamic character of our lives, denies time, possibility, and the human spirit. This impoverishment of imagination affects our society, our culture deeply.

(Rukeyser, 1949/1996, p. 43)

Teacher education today finds itself in hard times, confronted with disconcerting and challenging reform efforts, driven by political interests and ideologically embedded discourses focused on a controlled deregulation and privatization of education. One might read such discourses, in the context of education, as narrative elements of a social novel. Each element providing narrative text and context for analyzing the effects of political agendas contrasted with social realities of the day; realities that reflect social and economic structures, which work against aims and purposes of creating educational systems for all children, regardless of race, ethnic, linguistic, economic, cultural origins, or difference. Charles Dickens’s novel Hard Times (1854/1961) comes to mind as an instructive guide in considering the current hard times for teacher education in a society that embraces democratic ideals. Much the same as portrayed in Dickens’s novel, the U.S. educational system can be seen as a unifying aesthetic set in a story line of redefining the federal government’s in education—in a Dickensian sense of governmental and political interest entities as utilitarian reformers, on the surface concerned with efficiency and control, and below the surface focused on creating a new economy of control that erodes education’s role in a working democracy (Dewey, 1916).

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Kaleidoscope Feature

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Kaleidoscope Feature

IRENE CHEN, SUSAN PAIGE, AND MARIA BHATTACHARJEE

ABSTRACT: The faculty in the Department of Urban Education (DUE) at the University of Houston Downtown (UHD) have developed critical awareness of issues related to the responsibility of both teachers and teacher educators for addressing the mandates of the No Child Left Behind Act of 2001. The purpose of this article is to provide relevant information on what has been the impact, thus far, of the NCLB Act on the UHD teacher education program, including the application for state NCLB accreditation, the creation of a brand-new alternative certification program (ACP), the provision for assistance to an urban charter school, the reorganization of deficiency plan program, and the inclusion of a new master of arts in teaching (MAT) cohort group in cooperation with an area school district.

The No Child Left Behind Act of 2001 (NCLB) embodies the four principles of President George W. Bush’s education reform plan that requires stronger accountability for results, expanded flexibility and local control, expanded options for parents, and an emphasis on teaching methods that have been proven to work (U.S. Department of Education, 2004). According to the definition set forth in NCLB, teachers are considered to be highly qualified if they: (1) have a bachelor’s degree; (2) have full state certification; and (3) have demonstrated subject-matter competence in the area(s) taught.

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Book Review

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Book Review

(Lanham, MD: Rowman & Littlefield, 2004), 524 pages, $48.00

AMANDA M. RUDOLPH

Most teacher preparation programs require some preparation in classroom management, and the instructors of such courses have an extensive choice of texts to use as instructional resources. Texts range in philosophy from very assertive and authoritarian, such as Canter and Garrison’s Scared or Prepared (1994) to more student-centered and routine-based, such as Wong and Wong’s The First Days of School (1998). On the continuum between the two are numerous other texts with different approaches. In Classroom Behavior Management for Diverse and Inclusive Schools, Herbert Grossman offers a unique approach to the theories and practices of classroom management that is different from most of the texts on that continuum.

Grossman states the purpose of his book in three objectives. The effective classroom manager should attain:

1. the ability to avoid problems by having the group function smoothly without too many interruptions or disruptions and by keeping individual students involved in productive work;

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