1287 Articles
Medium 9781475819267

Kaleidoscope Feature: Designing a Thesis Requirement in a Graduate Program Based on the National Board for Professional Teaching Standards

R&L Education ePub

Kaleidoscope Feature

SANDRA M. STOKES, TIMOTHY U. KAUFMAN, AND LINDA TABERS -KWAK

ABSTRACT: In the fall of 1999, the first cohort group and the faculty in the new master of science in applied leadership for teaching and learning degree at the University of Wisconsin-Green Bay began their journey. The tales of the journey, as told by its sojourners, would undoubtedly be as individually rich as the tales of the pilgrims described by Chaucer in The Canterbury Tales, “whose characters’ lifelike reality surpasses anything previously known in English" (Cook, 1961, p. xvii); however, the purpose of this article is to describe the designing of the thesis requirement (including the rationale for the requirement) and explain what form the thesis will take. This article also gives examples of several theses that have been successfully written and defended, and it discusses how several of the candidates were affected by their portion of the journey, a journey that, though freely chosen by the pilgrims/scholars, resulted in experiences that were unforeseen by all—a “mingling of seriousness and levity [among] the group assembled" (Cook, 1961, p. xvii).

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Medium 9781475819267

Commentary: Teacher Education and the Struggle for Voice—A Critical Analysis From Texas

R&L Education ePub

CAMERON WHITE

ABSTRACT: Teacher education is undergoing considerable restructuring and transformation worldwide, and Texas is no exception. Teacher shortages, societal issues, accountability, and rethinking the concepts of education and schooling are a few concerns affecting teacher education. Teacher education programs are now susbject to strict accountability measures in the form of preservice teacher testing. This article offers a critical analysis of the state of teacher education and accountability in Texas.

Teacher education is undergoing considerable restructuring and transformation worldwide, and Texas is no exception. Teacher shortages, societal issues, accountability, and rethinking the concepts of education and schooling are a few concerns affecting teacher education. As a result, traditional teacher education and certification programs in colleges of education are under fire, and a crisis has emerged. For example, the state of Texas has now taken the accountability movement, so prevalent in the public schooling of its youth, into teacher education. Teacher education programs are now subject to strict accountability measures in the form of preservice teacher testing. How preservice teacher candidates perform on these content knowledge and pedagogical tests determine whether teacher education institutions retain their accreditation.

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Medium 9781475819267

Electronic Teaching Portfolios: Technology Skills + Portfolio Development—Do They = Powerful Preservice Teachers?

R&L Education ePub

MARY MARGARET CAPRARO

ABSTRACT: Electronic portfolios are a “collection of work captured by electronic means, that serves as an exhibit of individual efforts, progress, and achievements in one or more areas" (Weidmer, 1998, p. 586). Because of the rapid growth and updates in technology, keeping electronic portfolios is becoming increasingly common in a variety of educational settings. In fall 2002 at one large public university, 24 field-based preservice teachers designed professional portfolios using either an electronic format (n = 11) or a traditional three-ring binder format (n = 13). On a 10-point rubric scale, preservice teachers received a mean score of 9.21 and 7.14 with a Cohen's d effect size of 4.42, respectively, on their electronic and traditional portfolio presentations, as determined by school-site administrators. Through interviews, it was determined that the videos clips that were included in the electronic portfolios proved to be valuable to administrators in determining teacher candidate effectiveness.

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Medium 9781475819267

An Empirical Examination of Gender Stereotype From the Result of National Board Certification

R&L Education ePub

JIANJUN WANG, TRACY W. SMITH, AND J. STEVE OLIVER

ABSTRACT: The National Board for Professional Teaching Standards is designed to recognize accomplished teachers in the profession. Validity of National Board certification hinges on a fundamental concern whether confounding factors other than teaching performance have contributed to the certification outcome. In particular, gender stereotypic influence is examined in this study, using a large-scale national database in four subject areas. Besides confirming gender differences in the scoring outcomes, the results suggest that the outcome difference was subject specific. Male candidates outperformed their female counterparts in science despite the stereotypic view of teaching as a female occupation. However, female candidates consistently received higher scores in so-called nonmasculine subjects, such as English and social studies.

Certification by the National Board for Professional Teaching Standards (NBPTS) is an important initiative to recognize accomplished teachers across the United States. Currently, nearly 50,000 teachers have achieved National Board Certified Teacher (NBCT) status. Other professional organizations, such as the National Council for Accreditation of Teacher Education and the Interstate New Teacher Assessment and Support Consortium, are taking steps to align their accreditation processes with the National Board standards (Goldhaber, Perry, & Anthony, 2003). As a result, the state licensing systems that are designed to set minimum standards for novice teachers are using standards Similar to those of the NBPTS, which were developed to delineate what accomplished teachers should know and be able to do for advanced certification (Margolis, 2004).

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Teaching Principles of Assessment Literacy Through Teacher Work Sample Methodology

R&L Education ePub

ART BANGERT AND LYNN KELTING-GIBSON

ABSTRACT: Recent accountability efforts at state and national levels highlight the importance of preparing future teacher in the skills required to produce sound classroom assessments that are capable of improving student learning through informed instruction. Stiggins (1995) suggests that the quaity of classroom assessments will not improve unless teacher candidates are trained to apply the key principles of assessment literacy when creating classroom assessments. Problem-based learning methods have been recommended as an effective strategy for training preservice teachers in a number of classroom skill areas (Sears, 2003). Teacher work sample methodology is one type of problem-based learning activity that offers preservice teachers practice in applying the principles of assessment literacy when creating assessments for a unit of classroom instruction. This case study evaluated the effectiveness of teacher work sample methodology as a strategy for teaching the principles of assessment literacy for 41 preservice teachers enrolled in an introductory assessment class.

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