Preparing Tomorrow's Teachers: Are Colorado's Education School Graduates Ready to Teach Reading and Mathematics in Elementary Classrooms?

Autor/inn/en	Greenberg, Julie; Jacobs, Sandi
Institution	National Council on Teacher Quality
Titel	Preparing Tomorrow's Teachers: Are Colorado's Education School Graduates Ready to Teach Reading and Mathematics in Elementary Classrooms?
Quelle	(2009), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preservice Teacher Education; Methods Courses; Teacher Education Curriculum; Teacher Effectiveness; Textbooks; Graduates; Program Effectiveness; Basic Skills; Reading Instruction; Textbook Evaluation; College Graduates; Teacher Improvement; Educational Change; Undergraduate Study; Achievement Gap; Elementary Education; Elementary School Teachers; Mathematics Instruction; Algebra; Admission Criteria; College Admission; Exit Examinations; State Standards; Schools of Education; Colorado + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Methodisch-didaktische Anleitung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Textbook; Text book; Schulbuch; Lehrbuch; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Basic skill; Grundfertigkeit; Leseunterricht; Bildungsreform; Grundstudium; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Hochschulzugang; Hochschulzulassung; Final examination; Abschlussprüfung; Erziehungswissenschaftliche Fakultät
Abstract	Improving teacher effectiveness is high on the list of most education reformers in Colorado, as it is nationally. Effective teaching in the elementary years is of vital importance to ensure not only that children master fundamental skills, but that performance gaps narrow rather than widen beyond repair. Disadvantaged students can catch up academically with their more advantaged peers if they have great elementary teachers several years in a row. This study evaluates Colorado's 15 undergraduate elementary teacher preparation programs across four critical areas: (1) Admission standards; (2) Teacher preparation in reading; (3) Teacher preparation in elementary mathematics; and (4) Exit standards. Findings of this study include the following: (1) Colorado's colleges and universities are more selective than colleges and universities across the country, allowing some of its teacher preparation programs to benefit from a more selective pool of applicants; (2) While most preparation programs in Colorado provide some exposure to effective reading instruction, they do not fully prepare candidates to teach the science of reading; (3) Programs use a wide variety of reading textbooks, many of which do not address the science of reading; (4) Only two Colorado preparation programs satisfactorily cover the mathematics content that elementary teachers need, and eight are seriously deficient. Algebra instruction, while stronger than the national average, is still inadequate; (5) Colorado's preparation programs vary widely in selected textbooks for mathematics content coursework; (6) Most of Colorado's preparation programs have a dedicated elementary mathematics methods course; and (7) No preparation program in the state ensures that aspiring elementary teachers know the science of reading instruction and understand elementary mathematics content at a depth that is sufficient for instruction. Appendices include: (1) Ratings of Reading Textbooks; (2) Ratings of Elementary Content Mathematics Textbooks; and (3) Comments from Colorado Teacher Preparation Programs. (Contains 28 footnotes.) (ERIC).
Anmerkungen	National Council on Teacher Quality. 1420 New York Avenue NW Suite 800, Washington, DC 20005. Tel: 202-393-0020; Fax: 202-393-0095; Web site: http://www.nctq.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10