Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.

This volume brings together a broad range of academics, school-based educators, and policymakers to address research, policy, and practice issues related to improving the education of English language learners in U.S. schools today. It emphasizes throughout that instructional improvements cannot be achieved via curriculum alone--teachers are key to improving the education of this large and growing population of students. The focus is on the quality of preparation and development of pre-service and in-service educators. Contributors include leading educators and researchers in the field and from nationally recognized professional development programs. Their recommendations range from promising new professional development practices to radical changes in current state and federal policy. Preparing Quality Educators for English Language Learners is an important resource to help teacher educators, administrators, and policymakers address critical issues as they develop programs for English language learners.

Best MTTC English 002 Test + Free Online Tutoring. This guide provides updated exam questions based on recent changes to the exam along with similar test questions focused on the real exam content. The exam includes challenging practice questions that are seen on the real exam. The test questions are aligned with the exam to get you exposed to the best preparation to pass your MTTC English 002. The MTTC English 002 test will give you a good idea of what to expect on the exam day, which will increase your confidence in passing the exam.

HELP CERTIFIED TEACHERS PASS THE TEXES ESL SUPPLEMENTAL TEST

This book fills a critical gap in a neglected area in current educational research: international teacher education. It focuses on the preparation of teachers of English as an additional language (EAL) in several world regions. The book consists of chapters by researchers in well-established teacher education programs in 11 countries: Brazil, Canada, China, Finland, Greece, New Zealand, Russia, Saudi Arabia, South Korea, Turkey and the United States of America. It takes a cross-national, comparative approach around four major focus areas: policy, research, curriculum and practice, offering critical implications that can help improve EAL teacher education programs in different parts of the world. Teacher education is an area that has great potential for international cross-pollination of ideas and actions, and this book represents an important first step along this road.

This book fills a critical gap in a neglected area in current educational research: international teacher education. The chapters focus on the preparation of teachers of English as an additional language (EAL) in established teacher education programs in 11 countries.

Acknowledging changes in educational theory, research, and practice that inevitably determine the emphases in preservice teacher education programs, these updated guidelines give teacher preparation policymakers, state and local education leaders, and the public an overview of the knowledge, skills, and attitudes a teacher education graduate needs to begin a career in the classroom. Following an introductory chapter that relates the 1986 guidelines to current aims of language arts instruction, the document is divided into two sections. The first part identifies and defines the knowledge, pedagogical abilities, and attitudes that teachers of English language arts must acquire and develop through their preservice programs knowledge required includes language development; composing and analyzing language; reading and literature; nonprint media; instructional media; evaluation; and research. Pedagogical skills include instructional planning, strategies, and assessment; instruction in oral and written language, reading, literature, and nonprint media, and in language for learning; and instructional uses of emerging technologies; attitudes include concern for students; adaptability; and professional perspective. The second section discusses the kind of campus-based and field-based learning experiences prospective teachers should have during their preservice education and outlines the nature of a preparatory program that incorporates the contents of the first part in the educational experiences of prospective English language arts teachers. (HOD)

The Seventy-Sixth Yearbook of the National Society for the Study of Education, Part I