This commentary describes the challenges and opportunities associated with using video as a professional development tool for beginning teachers.
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This commentary briefly highlights two illustrative legal cases involving charter schools. Although these controversies could have arisen in traditional public schools, we believe that these legal controversies could have been easily avoided in charter schools had the school leader been legally literate.
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This commentary critiques the traditional view of student teachers as too narrow. Rather than preparing pre-service teachers to educate students only, they must also be prepared to engage veteran educators and administration in complicated and complex conversations about pedagogic and curricular choice. An example of what this might look like is described.
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In the fairytale of US public education reform, the root of all evil has presumably been identified: the dragons of ineffectiveness. In this fairytale, The LA Times, a newspaper team of investigative reporters, hired statisticians, and other columnists have rode in on the back of Value-Added Measurement. In this paper, we present findings from a discourse analysis study examining what we have come to name a policy narrative centered on teacher evaluation and effectiveness. We conducted an analysis of 52 articles published between 2009 and 2011 that were from or related to a series on Value-Added Measurement initially published in 2010 by The LA Times. We sought to understand the ways in which discourse choices worked to construct a certain version of policy issues related to teacher quality, positioning some individuals and even national groups on one side of a polarized debate. We have given particular attention to the ways in which the media discourse functioned to politicize and (over)simplify issues related to educational policy and teacher evaluation.
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In this article, teacher education researchers examine growing concerns about teacher education programs in America, as well as growing concerns about how to evaluate the programs and hold them internally and externally accountable for the quality of the teachers they graduate. Researchers describe a multi-university, statewide initiative that approached this work, and what one college, representing one of the largest teacher education colleges in the nation, did to advance these examinations locally.
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This article presents findings from a qualitative metasynthesis that studied whether teachers and/or administrators were engaging in appropriate practices, and if so, how might such practices influence children’s cognitive development.
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