Alternative Routes to Teaching: Mapping the New Landscape of Teacher Education

Sonst. Personen	Grossman, Pam (Hrsg.); Loeb, Susanna (Hrsg.)
Institution	Harvard University, Graduate School of Education
Titel	Alternative Routes to Teaching: Mapping the New Landscape of Teacher Education
Quelle	(2008), (256 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-9347-4201-3
Schlagwörter	Evidence; Teacher Persistence; Alternative Teacher Certification; Educational Research; Educational History; Preservice Teacher Education; Educational Policy; Program Effectiveness; Teacher Effectiveness; Program Descriptions; Student Characteristics + Suchen Sie Ihr Suchwort? Evidenz; Bildungsforschung; Pädagogische Forschung; History of education; Bildungsgeschichte; Lehramtsstudiengang; Lehrerausbildung; Politics of education; Bildungspolitik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Over the past 20 years, alternative certification for teachers has emerged as a major avenue of teacher preparation. The proliferation of new pathways has spurred heated debate over how best to recruit, prepare, and support qualified teachers. "Alternative Routes to Teaching" provides a thorough and dispassionate review of the research evidence on alternative certification. It takes readers beyond the simple dichotomies that have characterized the debate over alternative certification, encourages them to look carefully at the trade-offs implicit in any route into teaching, and suggests ways to "marry" the proven strengths of both traditional and alternative approaches. This book begins with an introduction by Pam Grossman and Susanna Loeb. It contains two parts. Part I, History and Characteristics of alternative Certification Programs, contains: (1) The Development of Alternative Certification Policies and Programs in the United States (Kenneth Zeichner and Elizabeth A. Hutchinson); (2) Who Goes into Early-Entry Programs? (Karen Hammerness and Michelle Reininger); and (3) Getting Beyond the Label: What Characterizes Alternative Certification Programs? (Daniel C. Humphrey and Marjorie E. Wechsler). Part II, Outcomes of Alternative Certification Programs, contains: (4) Is Fast-Track Preparation Enough? It Depends (Susan Moore Johnson and Sarah E. Birkeland); (5) But Do They Stay? Addressing Issues of Teacher Retention through Alternative Certification (Jason A. Grissom); and (6) Assessing the Effectiveness of Teachers from Different Pathways: Issues and Results (Marsha Ing and Susanna Loeb). This book ends with a conclusion, "Taking Stock: Future Directions for Practice and Research" by Pam Grossman and Susanna Loeb. Notes and an index are included. (ERIC).
Anmerkungen	Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://www.hepg.org/hep
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10