Restructuring Teacher Education in the United States: Finding the Tipping Point

In the United States, as public demands for quality teachers have escalated, there has been a corresponding increase in national policy efforts to tie the standards of student success to teacher preparation, licensing, and evaluation. This conceptual paper examines how national authorities used spec...

Full description

Saved in:
Bibliographic Details
Published inAthens Journal of Education Vol. 2; no. 4; pp. 297 - 312
Main Author Bales, Barbara L.
Format Journal Article
LanguageEnglish
Published Athens Institute for Education & Research 01.11.2015
Athens Institute for Education and Research
Subjects
Academic Achievement
Academic Standards
Accountability
Common Core State Standards
Educational Change
Educational History
Educational Legislation
Educational Objectives
Educational Policy
Elementary Secondary Education
Faculty Development
Federal Aid
Federal Legislation
Federal Programs
Federal State Relationship
Higher Education
local control
Performance Based Assessment
Policy Formation
policy instruments
Preservice Teachers
Principals
Teacher Certification
Teacher Education
teacher education policy
Teacher Effectiveness
Teacher Evaluation
Wisconsin
Online AccessGet full text

Cover

More Information
Summary:In the United States, as public demands for quality teachers have escalated, there has been a corresponding increase in national policy efforts to tie the standards of student success to teacher preparation, licensing, and evaluation. This conceptual paper examines how national authorities used specific policy tools to usurp the state's responsibility to ensure quality teaching practices in local schools. A discussion of policy problems and instruments grounds the analysis of teacher education policy activity since 1992. The "tipping point" theory is used to understand how this change in authority. Recommendations for future teacher education research and policy-making are shared.
ISSN:2407-9898
2241-7958
DOI:10.30958/aje.2-4-1