Strategies for Supporting Educator Preparation Programs’ Efforts to Attract, Admit, Support, and Graduate Teacher Candidates From Underrepresented Groups
Educator preparation programs (EPPS) are increasingly focused on identifying successful strategies for including more teacher candidates from underrepresented groups (i.e., students of color, English language learners, first-generation students). But the process of attracting, admitting, supporting, and successfully graduating students from underrepresented groups has proven to be challenging for many reasons. This research memorandum outlines some […]
An Integrated Model for STEM Teacher Preparation: The Value of a Teaching Cooperative Educational Experience
The purpose of this article is to evaluate an intensive, integrated model for teacher preparation, specifically, a preservice STEM teacher education model which incorporates science or mathematics content with pedagogical content knowledge in an early, intensive classroom immersion program based entirely in a local school. STEM preservice teachers participated in a cooperative teaching experience which […]
Standards for Elementary Mathematics Specialists: A Reference for Teacher Credentialing and Degree Programs
This 2013 document is an update of one published by the Association of Mathematics Teacher Educators (AMTE) in 2009. This version includes alignment with the recommendations in the Mathematics Education of Teachers II and content to implement Common Core State Standards – Mathematics. The Standards describe elementary mathematics specialists, explains why they are important, and […]
Preparing Teachers: Building Evidence for Sound Policy
The National Research Council (NRC) was asked by the U.S. Department of Education Institute of Education Sciences to conduct this consensus report in response to a mandate from Congress to assemble all available information on key questions related to teacher preparation to guide future policy decisions. NRC established the Committee on the Study of Teacher […]
