Lessons from the Teachers for a New Era Project

Evidence and Accountability in Teacher Education

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Aims & Objectives, Educational Reform
Cover of the book Lessons from the Teachers for a New Era Project by G. Williamson McDiarmid, Kathryn Caprino, Taylor and Francis
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Author: G. Williamson McDiarmid, Kathryn Caprino ISBN: 9781315312033
Publisher: Taylor and Francis Publication: July 6, 2017
Imprint: Routledge Language: English
Author: G. Williamson McDiarmid, Kathryn Caprino
ISBN: 9781315312033
Publisher: Taylor and Francis
Publication: July 6, 2017
Imprint: Routledge
Language: English

Chronicling a high-profile and ambitious teacher preparation reform project that took place across 11 diverse U.S. institutions, this volume examines the strategies, program changes, accomplishments, and challenges from the Teachers for a New Era Project (TNE). TNE aimed to improve the preparation of K-12 teachers and address mounting criticisms of university-based teacher education. Funded primarily by the Carnegie Corporation of New York, TNE targeted the most persistant problems in university-based teacher preparation programs, focused on evidence-based assessment of program impact, and developed strategies for improvement. Exploring both the successes and tensions that arose from the program, this book contributes to future teacher education and program assessment endeavors, and offers lessons that can inform current policies and practices.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Chronicling a high-profile and ambitious teacher preparation reform project that took place across 11 diverse U.S. institutions, this volume examines the strategies, program changes, accomplishments, and challenges from the Teachers for a New Era Project (TNE). TNE aimed to improve the preparation of K-12 teachers and address mounting criticisms of university-based teacher education. Funded primarily by the Carnegie Corporation of New York, TNE targeted the most persistant problems in university-based teacher preparation programs, focused on evidence-based assessment of program impact, and developed strategies for improvement. Exploring both the successes and tensions that arose from the program, this book contributes to future teacher education and program assessment endeavors, and offers lessons that can inform current policies and practices.

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