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9 Summary and Research Agenda
Pages 173-188

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From page 173...
... The fourth part of our charge was to make recommendations regarding future data collection that would provide useful, valid, and reliable information. The second section of this chapter presents our conclusions about the research base, and the final section presents our recommendations for future research.1 SuMMARy: TEACHER PREPARATION IN THE uNITED STATES We looked first for information about the first two parts of our charge, regarding the individuals who enter teacher preparation programs and their academic preparation, as well as the types of instruction and experiences 1 The numbering of the conclusions and recommendations below follows that in the chapters.
From page 174...
... We also found that both programs and pathways vary dramatically in their requirements, structure, and timing. Because of the paucity of systematic research as well as the enormous variation in virtually all aspects of teacher preparation programs and pathways, we cannot draw any specific conclusions about the characteristics of current teacher preparation programs.
From page 175...
... In addition, the professional organizations that provide leadership in the fields of reading, mathematics, and science have drawn on the available research and their own intellectual traditions and experience as educators to develop content and achievement standards for students, standards for teachers, and, in some cases, guidance or standards for teacher education. Substantial work by educators and researchers has identified some strong arguments about the factors that are likely to influence teacher quality and student learning.
From page 176...
... In addition, there are unacceptably high numbers of teachers of middle and high school mathematics courses who are teaching out of field. Conclusion 6-3: Both quantitative and qualitative data about the pro grams of study in mathematics offered and required at teacher prepara tion institutions are needed, as is research to improve understanding of what sorts of preparation approaches are most effective at developing effective teachers.
From page 177...
... It should also assess the extent to which existing processes and organiza tions align with best practices in accountability and offer recommenda tions for how they could do so more effectively in the future. RESEARCH AgENDA The last part of our charge was to make recommendations regarding a model for data collection that would provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs.
From page 178...
... The Relationship Between Characteristics of Teacher Preparation and Student Learning An obvious question to ask about teacher education is whether particular ways of preparing teachers lead to measurable improvements in student learning. Many researchers have worked hard to establish such connections.
From page 179...
... A strong research program designed to illuminate the ways teacher preparation influences outcomes for students would include evidence drawn from a variety of different perspectives, with the goal of establishing not only whether a particular feature of preparation is important to student
From page 180...
... Throughout the report we discuss the challenges of isolating these connections -- not only that the measures of both content knowledge and student learning are weak, but also that the relationships among learning, learners, classroom practice, and teacher preparation are complex. Nevertheless, we believe understanding how content knowledge influences student outcomes is very important.
From page 181...
... A substantial research program could be built around hypotheses regarding field experiences. A program that included theoretical work, qualitative analysis, statistical analysis, and randomized experiments could provide strong causal evidence of the effects and mechanisms by which various components of field experiences -- such as coplanning, coteaching, scaffolded entry into practice, seminars with mentors, a mentor with relevant content and grade level experience, and the like -- affect teachers' classroom practices and student achievement.
From page 182...
... What would a more comprehensive approach look like? A comprehensive data system for teacher preparation would provide meaningful information about teacher candidates, preparation programs, practicing teachers, the schools in which those teachers teach, and the students they teach.
From page 183...
... Measures of other important aspects of learning, such as persistence and motivation, are also important, but at present these issues have a very limited presence in large-scale data collection efforts and accountability systems. The new data would be integrated so that information about teacher candidates and their preparation could be connected with the knowledge, teaching practices, career paths, school environments, and student outcomes of the teachers who are prepared in different ways.
From page 184...
... They include a website maintained by the National Student Clearinghouse, which provides electronic verification of enrollment, degrees earned, and other information; the website of the National Association of State Directors of Teacher Education and Certification (NASDTEC) , which lists approved college and university teacher preparation programs; a website mandated as part of the Title II of the 1998 Higher Education Amendments accountability system; the National Center for Education Information, which collects information on alternative routes; and the Core of Common Data (CCD)
From page 185...
... Some evidence would come from research intended to identify causal links between specific aspects of preparation and students' achievement. Other evidence would come from more systematic collection and analysis of both data about teacher candidates and the steps they take as they work to become teachers, and descriptive information about programs and pathways (such as analysis of accreditation materials, syllabi, course descriptions, and other program documents, as well as interviews and other observations)
From page 186...
... We offer two recommendations for building an empirical base to provide more complete answers to these questions: Recommendation 9-1: The U.S. Department of Education should take the lead in coordinating existing data collection efforts and encour aging new ones, with the goal of developing a national education data network that incorporates comprehensive data related to teacher education.
From page 187...
... This report begins by highlighting how much teacher preparation matters, both to the long-term success of efforts to improve public education and to immediate outcomes for students. Policy makers, educational researchers, and scholars in relevant fields have shown a growing awareness of its importance and of the gaps in the knowledge base.


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