Public Accountability and Nudges: The Effect of an Information Intervention on the Responsiveness of Teacher Education Programs to External Ratings

2019 ◽  
Vol 56 (5) ◽  
pp. 1557-1589
Author(s):  
Dan Goldhaber ◽  
Cory Koedel
Keyword(s):  
Teacher Education ◽  
Teacher Quality ◽  
Elementary Teacher ◽  
Control Group ◽  
Teacher Education Programs ◽  
Elementary Teacher Education ◽  
National Council ◽  
Public Accountability ◽  
Education Programs ◽  
Empirical Examination

In the summer of 2013, the National Council on Teacher Quality (NCTQ) issued public ratings of teacher education programs. We provide the first empirical examination of NCTQ ratings, beginning with a descriptive overview of the ratings and how they evolved from 2013–2016. We also report on results from an information experiment built around the initial ratings release. In the experiment we provided targeted information about specific programmatic changes that would improve the rating for a randomly selected sample of elementary teacher education programs. Average program ratings improved between 2013 and 2016, but we find no evidence that the information intervention increased program responsiveness to NCTQ’s rating effort. In fact, treated programs had lower ratings than the control group in 2016.

scholarly journals Comparing the Costs and Benefits of Attending the Top Three U.S. Elementary Teacher Education Programs

2018 ◽  
Vol 8 (2) ◽  
pp. 70
Author(s):  
Mohammed Sabrin
Keyword(s):  
Teacher Education ◽  
Elementary Teacher ◽  
Student Outcomes ◽  
English Language ◽  
Pedagogical Knowledge ◽  
Teacher Education Programs ◽  
Elementary Teacher Education ◽  
Costs And Benefits ◽  
Education Programs ◽  
K 12

This paper analyzed the costs and benefits of attending the top three U.S. elementary teacher education programs by examining how much emphasis is on general content knowledge (GCK), as opposed to general pedagogical knowledge (GPK), as opposed to methodological pedagogical knowledge (MPK), and how this ratio might have affected student outcomes on TIMSS compared to the top performing TIMSS countries in Europe and Asia. Three theoretical frames of reference guided this analysis: program model, field experience model, and status of teacher in society. Methodologically, this study relied mainly on peer-reviewed literature published between 2000 and 2016 in the English language. It was found that although the ratio of GCK to GPK to MPK in the top three U.S. TED programs was similar to what has been reported about the top performing TIMSS countries, student outcomes on TIMSS don’t seem to have been affected due to the fact that performance on TIMSS seems to be stemming mainly from having a very rigorous K-12 education and only admitting the top academic achievers into TED programs. 

scholarly journals Teacher Education Program (B. Ed) in SAARC Countries

2012 ◽  
Vol 2 (1) ◽  
pp. 134
Author(s):  
Munir Ahmed ◽  
Muhammad Azeem ◽  
Professor Dr. Ibrahim Khalid ◽  
Professor Dr. Irshad Ahmad Farrukh ◽  
Dr. Fazal Ahmed ◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Elementary Teacher ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Elementary Teacher Education ◽  
Structured Interviews ◽  
Education Programs ◽  
Research Papers ◽  
The University

The objective of the study was to evaluate the present Pre-service Elementary Teacher Education Programs (B. Ed & equivalents) of SAARC Countries to reveal innovative ideas, which may be adopted and adapted in other countries including Pakistan. Reference books, journals, research papers, Encyclopedias of education, yearbooks, national educational policies, internet and such other resources were consulted to have an insight of these nations, their system of education and to retrieve salient features of a good Pre-service Elementary Teacher education program. Questionnaire named as “Questionnaire for Elementary Teacher Education program evaluation” was prepared, preened after pilot study at provincial capitals of Pakistan and presented to a team of local and foreign experts. Semi-structured interviews were also conducted to increase the quality and quantity of responses. In the light of high majority opinions criterion component were finalized. These components in the form of question were sent to the SAARC countries through the relevant Embassies, graduate facilitators, who on my behalf collected data. Collected data was sorted out and matched with the already developed criteria. Result revealed that Indian system of Teacher Education matches the criteria most. Pakistan has many mismatches but Elementary Teacher Education Program offered by the University of Education, Lahore and its associated colleges is bridging this gap successfully. Bhutan, Bangladesh and Maldives are showing improvements. The experiments of Sri Lanka & Nepal have many lessons to learn.

How Does Location Impact Meaning and Opportunity? Rural Schools and the NCATE Diversity Standard

2012 ◽  
Vol 114 (5) ◽  
pp. 1-36
Author(s):  
Debra Miretzky ◽  
Sharon Stevens
Keyword(s):  
Teacher Education ◽  
Rural Schools ◽  
Quantitative Methods ◽  
Online Survey ◽  
Teacher Education Programs ◽  
National Council ◽  
Education Programs ◽  
Ample Evidence ◽  
Rural Teacher ◽  
K 12

Background/Context While there is ample evidence that the K–12 student population is becoming increasingly diverse and the teacher workforce is not, very little literature addresses the specific problems rural teacher education programs may experience attempting to meet the National Council for the Accreditation of Teacher Education (NCATE) diversity standard. A 2005 NCATE-sponsored survey found that an unknown number of respondents indicated difficulty in meeting the requirements of the standard and that “geographically isolated” programs were especially affected. The existing research that targets rural programs tends to describe specific practices. As NCATE and TEAC, the two major teacher education accreditation programs, move toward consolidation, revisiting the expectations regarding diversity is critical. Purpose/Objective/Research Question/Focus of Study The purpose of this study was to explore rural SCDEs’ experiences with the diversity standard as well as the implications of these experiences, with the aim of reporting and suggesting possible strategies for enhancing the application of the standard at the institutional and agency levels. We hypothesized that rural schools experience difficulty with meeting aspects of the standard due to the potential limitations associated with the schools’ locations. Research questions focused on how rural programs define diversity, identification of obstacles, priorities for programs, and adaptations. One hundred and sixteen NCATE coordinators and/or deans participated in the study's online survey. Research Design This research was an exploratory study that used qualitative and quantitative methods. The instrument included survey questions and items for open-ended responses. Conclusions/Recommendations Rural teacher education programs do experience difficulties with meeting the requirements of the NCATE diversity standard. Respondents singled out recruitment and retention of diverse faculty and candidate's inability to provide high-quality diversity experiences, and location as the biggest issues. Respondents perceived that NCATE focuses on race and ethnicity to the exclusion of other categories. In particular, respondents reported strong beliefs that SES and exceptionalities are more universal and more locally relevant and deserve to be recognized as critical priorities for educating candidates who could build on this competence in working with other diversities—a kind of “transferable skills” perspective. Programs would like to see recognition for “good faith” efforts and would value the opportunity to demonstrate the strengths and generalizability of their diversity programs. As NCATE and the Teacher Education Accreditation Council (TEAC) move toward consolidation, new frameworks for assessing these frameworks should be considered.

scholarly journals Improvement of Creative Thinking Ability of Elementary Teacher Education Students in Utilizing Traditional Games in Social Studies Learning

2020 ◽  
Vol 7 (2) ◽  
pp. 235-250
Author(s):  
Hana Sakura Putu Arga ◽  
Faridillah Fahmi Nurfurqon ◽  
Riga Zahara Nurani
Keyword(s):  
Teacher Education ◽  
Social Studies ◽  
Elementary Teacher ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Control Group ◽  
Elementary Teacher Education ◽  
Education Students ◽  
Quasi Experimental ◽  
Teacher Education Students

Creative thinking skills of elementary teacher education students' needs to be improved in a fun social studies learning process. One of the lessons that can make learning a pleasant atmosphere is to apply knowledge by applying traditional games. This research aims to increase the creativity of elementary teacher education students in utilizing traditional games to preserve the nation's culture. The research method used was a quasi-experimental design with a nonrandomized pretest-posttest control group. The instrument used in this study was a tablet-shaped observation instrument. This research shows that learning science by applying traditional games can improve elementary teacher education students' creative thinking skills. It can be seen from the learning outcomes of elementary teacher education students social studies using traditional games that are better than conventional learning.

Exploring exemplars in elementary teacher education

2018 ◽  
Vol 13 (1) ◽  
pp. 72-83 ◽  
Author(s):  
Alison Asher Dobrick ◽  
Laura Fattal
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Social Studies ◽  
Elementary Teacher ◽  
Teacher Candidates ◽  
Teacher Education Programs ◽  
Elementary Teacher Education ◽  
Content Type ◽  
The Arts ◽  
The World

PurposeEducators who teach for social justice connect what and how they teach in the classroom directly to humanity’s critical problems. Teacher education at the elementary level must center such themes of social justice in order to prepare today’s teachers to lead their students in developing an understanding of how to make the world a better place to live. The paper aims to discuss this issue.Design/methodology/approachThis paper presents three case studies of exemplary, pre-service teacher-created lessons that integrate the arts, social studies, and language arts around themes of social justice. Teacher-candidates envisioned, planned and taught effective, engaging, standards-based learning experiences that began with children’s literature and led to artistic expression.FindingsThrough lessons like these, teacher-candidates learned to meet arts, social studies, and literacy standards while building the skills and attitudes their students need as “citizens of the world.”Research limitations/implicationsElementary teacher education programs can help teacher-candidates to prepare for the challenge of teaching for social justice by integrating the arts with core academic areas, including social studies.Practical implicationsThis integrated model suitably serves our current, mathematics- and literacy-focused, assessment-saturated school system. Pre-service teachers learn to plan and teach integrated learning activities. They learn practical ways to infuse the arts in both their field experience and future classrooms.Social implicationsWhen the arts are central in education, students benefit in numerous important ways, developing critical and creative thinking skills, empathy, self-awareness, and the ability to collaborate with others productively. The arts, essential to humanity since the dawn of civilization, thus serve as a natural focal point for education for social justice.Originality/valueThe innovative methods involved in this study, in which subject areas throughout the elementary teacher education program are integrated in one meaningful, practical, applied lesson on social justice, represent a practical, original, and valuable way to enhance teacher education programs’ focus on social justice.

The Current Status of Preservice Elementary Teacher-Education Programs

1981 ◽  
Vol 29 (1) ◽  
pp. 24-26
Author(s):  
John A. Dossey
Keyword(s):  
Elementary Teacher ◽  
Mathematics Teaching ◽  
National Science Foundation ◽  
Current Status ◽  
Teacher Education Programs ◽  
Elementary Teacher Education ◽  
Education Programs ◽  
Elementary School Mathematics ◽  
National Science ◽  
Preservice Elementary Teacher Education

In the October 1979 Arithmetic Teacher, James Fey (1979) reported on the current status of elementary school mathematics teaching as viewed through the results of a set of studies funded by the National Science Foundation (NSF).

scholarly journals Pedagogy, Didactics, or Subject Matter? Exploring Pre-service Teachers’ Interest Profiles

2021 ◽  
Vol 3 (1) ◽  
pp. 163-175
Author(s):  
Marcela Pozas ◽  
Verena Letzel
Keyword(s):  
Teacher Education ◽  
Teacher Quality ◽  
Subject Matter ◽  
Important Determinant ◽  
Initial Teacher Education ◽  
Future Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Interest ◽  
Interest Levels

Abstract Interest has been considered an important determinant of teacher quality. However, research into teacher interest, and more specifically, pre-service teachers’ interest is limited. Hence, the current study tackled the current gaps in pre-service teachers’ interest and aimed to explore pre-service teachers’ interest profiles based on the multidimensional framework of teacher interest. A total of 225 pre-service teachers, enrolled in various initial teacher education programs of two universities in Germany, participated voluntarily in the study. The results revealed two distinct pre-service teachers’ profiles based on the three teacher interest factors. Interestingly, the two profiles did not significantly differ in their subject interest levels, but did vary in their didactic and educational interest. In addition, the findings also revealed gender and school track differences in pre-service teachers’ interests and profiles. Consequences for future research and teacher education are discussed in detail.

scholarly journals PENGARUH MODEL PELAJARAN TGT DAN TAI TERHADAP HASIL BELAJAR MAHASISWA PGSD UNIPA SURABAYA PADA POKOK BAHASAN KONSEP PENDIDIKAN IPS

2018 ◽  
Vol 14 (26) ◽  
pp. 96-104
Author(s):  
Danang Prastyo
Keyword(s):  
Teacher Education ◽  
Data Analysis ◽  
Social Science ◽  
Elementary Teacher ◽  
Control Group ◽  
Science Lesson ◽  
Elementary Teacher Education ◽  
Team Games ◽  
Analysis Technique ◽  
Class B

This research aims at knowing the influence of learning models Team Assisted Individualization (TAI) and Team Games Tournament (TGT) toward learning achievement of the students of Elementary Teacher Education (PGSD) Unipa Surabaya on the topics such as concept of social science education. The population of this research is the students of Elementary Teacher Education (PGSD) Unipa Surabaya year 2016. The sample of this research is the students of A class, B class and C class year 2014. This research uses experimental. Design uses Randomized Control Group Pretest-Postest Design. At the same time, the data analysis technique used statistic program SPSS version 16. From the research data analysis it can be seen that is no difference between TAI and TGT model in Social Science lesson to PGSD Student Unipa Surabaya.

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