Faculty Needs, Doctoral Preparation, and the Future of Teacher Preparation Programs in the Education of Deaf and Hard of Hearing Students

2011 ◽  
Vol 156 (1) ◽  
pp. 35-46 ◽  
Author(s):  
Kendra M. Benedict ◽  
Harold Johnson ◽  
Shirin D. Antia
Keyword(s):  
Teacher Preparation ◽  
Hard Of Hearing ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Doctoral Preparation ◽  
The Future

scholarly journals Language and Literacy: Issues and Considerations

2019 ◽  
Vol 9 (3) ◽  
pp. 180 ◽  
Author(s):  
Maria C. Hartman ◽  
Onudeah D. Nicolarakis ◽  
Ye Wang
Keyword(s):  
Teacher Preparation ◽  
Children And Adolescents ◽  
Hard Of Hearing ◽  
English Language ◽  
Teacher Preparation Programs ◽  
Language And Literacy ◽  
Preparation Programs ◽  
Similarity Hypothesis ◽  
Literacy Learners ◽  
Hearing Children

This article provides background on the major perspectives involving the development of English language and literacy with respect to the evolving demography of d/Deaf and hard-of-hearing children and adolescents. It synthesizes research and controversies on the developmental similarity hypothesis—that is, whether the acquisition of English language and literacy of d/Deaf and hard-of-hearing students is developmentally similar to that of typical language/literacy learners. The outcomes of this discussion have instructional implications and proffer guidelines for teacher preparation programs. The article concludes with directions for further research.

Assessing and Evaluating Teacher Preparation Programs

2014 ◽  
Author(s):  
Frank C. Worrell ◽  
Mary M. Brabeck ◽  
Carol Anne Dwyer ◽  
Kurt F. Geisinger ◽  
Ronald W. Marx ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Preparation Programs

A Comparison of Secondary Chemistry Courses and Chemistry Teacher Preparation Programs in Iowa and Saint Petersburg, Russia

2001 ◽  
Vol 78 (9) ◽  
pp. 1275 ◽  
Author(s):  
Maria S. Pak ◽  
Antony N. Lyovkin ◽  
Michael J. Sanger ◽  
Erik L. Brincks ◽  
Amy J. Phelps
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Chemistry Teacher ◽  
Preparation Programs ◽  
Secondary Chemistry ◽  
Saint Petersburg

scholarly journals Teacher Preparation Programs and Teacher Quality: Are There Real Differences Across Programs?

2015 ◽  
Vol 10 (4) ◽  
pp. 508-534 ◽  
Author(s):  
Cory Koedel ◽  
Eric Parsons ◽  
Michael Podgursky ◽  
Mark Ehlert
Keyword(s):  
Teacher Preparation ◽  
Teacher Effectiveness ◽  
Teacher Quality ◽  
Teacher Performance ◽  
Teacher Preparation Programs ◽  
Preparation Programs

We compare teacher preparation programs in Missouri based on the effectiveness of their graduates in the classroom. The differences in effectiveness between teachers from different preparation programs are much smaller than has been suggested in previous work. In fact, virtually all of the variation in teacher effectiveness comes from within-program differences between teachers. Prior research has overstated differences in teacher performance across preparation programs by failing to properly account for teacher sampling.

A Rational and Manageable Value-Added Model for Teacher Preparation Programs

2016 ◽  
Vol 32 (5) ◽  
pp. 728-750 ◽  
Author(s):  
Michael P. Brady ◽  
Katie Miller ◽  
Jazarae McCormick ◽  
Lawrence A. Heiser
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Value Added ◽  
Teacher Preparation Programs ◽  
Full Time ◽  
Preparation Programs ◽  
Grade Point ◽  
Value Added Model ◽  
K 12

Educators struggle with “value-added” teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates’ lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates’ grade point averages (GPAs). Results indicated that teacher candidates’ lessons are a viable value-added model (VAM) alternative for TPPs.

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