Marilyn Cochran-Smith – författare

Published for the American Educational Research Association by Routledge

This landmark volume presents the work of the American Educational Research Association''s Panel on Research and Teacher Education. It represents a systematic effort to apply a common set of scholarly lenses to a range of important topics in teacher education.The Panel''s charge was twofold:*to create for the larger educational research community a thorough, rigorous, and even-handed analysis of the empirical research evidence relevant to major policies and practices in pre-service teacher education in the U.S., and*to propose a research agenda related to teacher education that builds on what is already known and that identifies the research directions that are most promising for the future.Members of the Panel were appointed from various sectors of the educational research community and with different areas of expertise, including teacher education, policy, assessment, research design and methods, liberal arts, multicultural education, and school reform. Building on their diverse perspectives, they ably translated their charge into a series of questions that became the framework for this volume. The questions illuminate many of the issues that have been most contested in past and current discourse about teacher education reform. Studying Teacher Education examines research about the current pool of prospective and entering teachers and about local, institutional, state, and federal preservice teacher education policies and practices. The book includes three general chapters and nine research syntheses.*The AERA Panel on Research and Teacher Education: Context and Goals*Researching Teacher Education in Changing Times: Politics and Paradigms*Teacher Characteristics: Research on the Demographic Profile*Teacher Characteristics: Research on the Indicators of Quality*Research on the Effects of Coursework in the Arts and Sciences and in the Foundations of Education*Research on Methods Courses and Field Experiences*Research on Pedagogical Approaches in Teacher Education*Research on Preparing Teachers for Diverse Populations*Research on Preparing Teachers to Work with Students with Disabilities*Research on Accountability Processes in Teacher Education*Research on Teacher Education Programs*A Research Agenda for Teacher EducationEach chapter reviews the empirical literature and proposes a research agenda that builds on and extends what is known about a topic. A chart at the end of each chapter provides summary information for each of the empirical studies synthesized and two reference lists--one for all of the studies reviewed in the chapter and one for additional references used. The volume includes an introductory chapter on the Panel''s context and goals, and an accessible Executive Summary of the book as a whole.Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education is a timely, indispensable reference for all researchers and professionals in the field.

Published for the American Educational Research Association by Routledge

This landmark volume presents the work of the American Educational Research Association''s Panel on Research and Teacher Education. It represents a systematic effort to apply a common set of scholarly lenses to a range of important topics in teacher education.The Panel''s charge was twofold:*to create for the larger educational research community a thorough, rigorous, and even-handed analysis of the empirical research evidence relevant to major policies and practices in pre-service teacher education in the U.S., and*to propose a research agenda related to teacher education that builds on what is already known and that identifies the research directions that are most promising for the future.Members of the Panel were appointed from various sectors of the educational research community and with different areas of expertise, including teacher education, policy, assessment, research design and methods, liberal arts, multicultural education, and school reform. Building on their diverse perspectives, they ably translated their charge into a series of questions that became the framework for this volume. The questions illuminate many of the issues that have been most contested in past and current discourse about teacher education reform. Studying Teacher Education examines research about the current pool of prospective and entering teachers and about local, institutional, state, and federal preservice teacher education policies and practices. The book includes three general chapters and nine research syntheses.*The AERA Panel on Research and Teacher Education: Context and Goals*Researching Teacher Education in Changing Times: Politics and Paradigms*Teacher Characteristics: Research on the Demographic Profile*Teacher Characteristics: Research on the Indicators of Quality*Research on the Effects of Coursework in the Arts and Sciences and in the Foundations of Education*Research on Methods Courses and Field Experiences*Research on Pedagogical Approaches in Teacher Education*Research on Preparing Teachers for Diverse Populations*Research on Preparing Teachers to Work with Students with Disabilities*Research on Accountability Processes in Teacher Education*Research on Teacher Education Programs*A Research Agenda for Teacher EducationEach chapter reviews the empirical literature and proposes a research agenda that builds on and extends what is known about a topic. A chart at the end of each chapter provides summary information for each of the empirical studies synthesized and two reference lists--one for all of the studies reviewed in the chapter and one for additional references used. The volume includes an introductory chapter on the Panel''s context and goals, and an accessible Executive Summary of the book as a whole.Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education is a timely, indispensable reference for all researchers and professionals in the field.

During the last 20 years, governments around the world have paid increasing attention to the recruitment, preparation, and retention of teachers. Teacher supply and teacher quality have become significant policy issues, taken up by policy-makers at the highest levels. This is because teachers are now seen by many governments as the ‘lynch-pin’ of educational, economic and social reform. This volume grew out of a recognition by the Editors of the growing significance of teacher education policy and a curiosity about international trends and differences. The book brings together nine papers from leading academics around the world: from the UK (England and Scotland), the USA, Australia, Singapore and Belgium, plus a joint paper comparing Namibia and the USA. Taken together, the papers reveal the complexities and contradictions of international trends. On the one hand, they demonstrate that there is indeed a common direction of travel along the lines encouraged by international bodies such as the OECD. At the same time however, the papers also reveal important differences among countries in terms of how they are addressing common aspirations as well as some apparent contradictions within the policies of individual nations.

This book was based on the special issue of Teachers and Teaching.

During the last 20 years, governments around the world have paid increasing attention to the recruitment, preparation, and retention of teachers. Teacher supply and teacher quality have become significant policy issues, taken up by policy-makers at the highest levels. This is because teachers are now seen by many governments as the ‘lynch-pin’ of educational, economic and social reform. This volume grew out of a recognition by the Editors of the growing significance of teacher education policy and a curiosity about international trends and differences. The book brings together nine papers from leading academics around the world: from the UK (England and Scotland), the USA, Australia, Singapore and Belgium, plus a joint paper comparing Namibia and the USA. Taken together, the papers reveal the complexities and contradictions of international trends. On the one hand, they demonstrate that there is indeed a common direction of travel along the lines encouraged by international bodies such as the OECD. At the same time however, the papers also reveal important differences among countries in terms of how they are addressing common aspirations as well as some apparent contradictions within the policies of individual nations.

This book was based on the special issue of Teachers and Teaching.