Teacher Preparation (Pre-service)

This analysis examines the available research on effective teaching, how to impart these skills, and how to best transition teachers from pre-service to classroom with an emphasis on improving student achievement. It reviews current preparation practices and examine the research evidence on how well they are preparing teachers

This paper considers issues confronted by National Council on Teacher Quality (NCTQ) upon publishing their second edition of Teacher Prep Review, a comprehensive evaluation of programs that train new teachers. Changing the culture of teacher preparation has proven to be extremely challenging. The paper examines the deeply entrenched preparation program culture that has been resistant to changes proposed by policy makers, school systems, and the public. Arthur reviews the current state of teacher preparation, the efforts of NCTQ to raise the standards of preparation, and looks at what can be done in the future to continue the progress that has been already achieved.

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

Student teaching, field experience, and practicum experience are powerful methods for training new teachers. These methods all feature working with students in classrooms or in laboratory environments that bridge the gap between university instruction and the experience of teaching. Integrating theory, knowledge, and skills, student teaching generally occurs under the direction of a supervisor at the end of the preparation process.

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

This article examines the relationship between school-climate-related research findings on the one hand and educational policy, school improvement practice, and teacher education on the other.

This paper highlights the importance of making the preparation of teachers as scientific as possible by basing instruction on scientific evidence and making teaching an applied science.

The purpose of this overview is to provide an understanding of the research base on teacher induction programs, the impact on teacher practice and student achievement, and recommendations for teacher induction programs.

Teacher preparation began in the mid-19th century with the normal school, a 2-year course of study that prepared candidates for teaching. This model remained unchanged until the early 20th century, when universities created the undergraduate model, which currently predominates.

The purpose of this overview is to provide information about the methods of teacher preparation, the current state of research on teacher preparation, challenges, trends, questions, and recommendations for those working to prepare teachers for success in the classroom. 

This overview examines the available research on the topic of soft skills (personal competencies) commonly linked to effective teacher-student relationships.

This reviews looks at the issue, do longer school days and longer school years improve student achievement?

This analysis examines the research on learning styles.

This analysis examines an international comparison of the length of the school year and it's impact on student's math and reading achievement.

This analysis compares the effectiveness of staff development methods that include, didactic presentation, modeling, practice with feedback, and coaching.

This paper reviews current teacher preparation in the context of its failure to include well-established evidence-based practices and identifies strategies for improvement.