Literaturnachweis - Detailanzeige
| Autor/in | Abdal-Haqq, Ismat |
|---|---|
| Institution | ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC. |
| Titel | Professional Standards Development: Teacher Involvement. ERIC Digest. |
| Quelle | (1995), (4 Seiten)
PDF als Volltext kostenfreie Datei |
| Reihe | ERIC Publications; ERIC Digests in Full Text |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Accreditation (Institutions); Educational Change; Educational Improvement; Educational Trends; Elementary Secondary Education; Standard Setting; Standards; Teacher Certification; Teacher Influence; Teacher Participation; Teacher Role |
| Abstract | This digest provides a brief overview of the work of several influential standards-setting bodies established during the last decade and summarizes the primary ways in which classroom teachers participate in deriving, testing, implementing, and evaluating standards. The federal government is helping to shape the movement to develop rigorous content, performance, and delivery standards through legislation, such as the Goals 2000: Educate America Act, and through financial support of standards development projects. Other influential organizations involved in standards development include professional associations, such as the National Council of Teachers of Mathematics, the National Board for Professional Teaching Standards, the Interstate New Teacher Assessment and Support Consortium, and the National Council for the Accreditation of Teacher Education. In order to acquire a broad base of support for their efforts, most of the major standards development projects in recent years have attempted to involve significant stakeholders in U.S. education, including teachers, in the process. Teacher involvement in professional standards development includes: (1) authoring standards; (2) serving as field test subjects; (3) translating content standards into classroom lessons; (4) initiating standards-setting projects; and (5) monitoring and assessing standards-setting efforts. (Contains 23 references.) (IAH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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