ARISE

Advancing Research & Innovation in STEM Education of Preservice Teachers in High-Needs School Districts

NSF

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 […]

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 […]

Evaluating the Effectiveness of Teacher Preparation Programs for Support and Accountability

This policy brief provides an overview of how teacher preparation programs are evaluated for the purposes of accountability and support.  It describes efforts to change teacher preparation program evaluation by the National Council for the Accreditation of Teacher Education (NCATE), Council for the Accreditation of Education Preparation (CAEP), and National Council on Teacher Quality (NCTQ). […]

This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE- 2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.