Comparing the Costs and Benefits of Attending the Top Three U.S. Elementary Teacher Education Programs

Autor/in	Sabrin, Mohammed
Titel	Comparing the Costs and Benefits of Attending the Top Three U.S. Elementary Teacher Education Programs
Quelle	In: Higher Education Studies, 8 (2018) 2, S.70-80 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-4741
Schlagwörter	Cost Effectiveness; Teacher Education Programs; Achievement Tests; Elementary Secondary Education; International Assessment; Foreign Countries; Mathematics Achievement; Mathematics Tests; Science Tests; Science Achievement; Pedagogical Content Knowledge; Preservice Teachers; Preservice Teacher Education; Elementary School Teachers; Comparative Education; Field Experience Programs; Universities; Europe; Asia; Massachusetts (Cambridge); California (Stanford); Maryland (Baltimore); Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Pädagogische Kompetenz; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Vergleichende Erziehungswissenschaft; Praxisnahes Lernen; University; Universität; Europa; Asien
Abstract	This paper analyzed the costs and benefits of attending the top three U.S. elementary teacher education programs by examining how much emphasis is on general content knowledge (GCK), as opposed to general pedagogical knowledge (GPK), as opposed to methodological pedagogical knowledge (MPK), and how this ratio might have affected student outcomes on TIMSS compared to the top performing TIMSS countries in Europe and Asia. Three theoretical frames of reference guided this analysis: program model, field experience model, and status of teacher in society. Methodologically, this study relied mainly on peer-reviewed literature published between 2000 and 2016 in the English language. It was found that although the ratio of GCK to GPK to MPK in the top three U.S. TED programs was similar to what has been reported about the top performing TIMSS countries, student outcomes on TIMSS don?t seem to have been affected due to the fact that performance on TIMSS seems to be stemming mainly from having a very rigorous K-12 education and only admitting the top academic achievers into TED programs. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01