LEADER 04220nam 2200613Ia 450 001 9910791477503321 005 20230725015546.0 010 $a0-309-15755-2 010 $a1-282-78724-1 010 $a9786612787249 010 $a0-309-12996-6 035 $a(CKB)2560000000015979 035 $a(EBL)3378640 035 $a(SSID)ssj0000425971 035 $a(PQKBManifestationID)11287909 035 $a(PQKBTitleCode)TC0000425971 035 $a(PQKBWorkID)10373551 035 $a(PQKB)10802796 035 $a(MiAaPQ)EBC3378640 035 $a(Au-PeEL)EBL3378640 035 $a(CaPaEBR)ebr10405105 035 $a(CaONFJC)MIL278724 035 $a(OCoLC)923281849 035 $a(EXLCZ)992560000000015979 100 $a20100408d2010 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aPreparing teachers$b[electronic resource] $ebuilding evidence for sound policy 210 $aWashington, DC $cNational Academies Press$d2010 215 $a1 online resource (235 p.) 300 $a"Committee on the Study of Teacher Preparation Programs in the United States, Center for Education Division of Behavioral and Social Sciences and Education." 311 $a0-309-12805-6 320 $aIncludes bibliographical references. 327 $a""Front Matter""; ""Preface""; ""Contents""; ""Summary""; ""1 Introduction""; ""2 Seeking Strong Evidence""; ""3 Pathways to Teaching and Teacher Preparation Programs""; ""4 Preparing Teachers for All Fields""; ""5 Preparing Reading Teachers""; ""6 Preparing Mathematics Teachers""; ""7 Preparing Science Teachers""; ""8 Accountability and Quality Control in Teacher Education""; ""9 Summary and Research Agenda""; ""References""; ""Appendix A: Dissent, Michael Podgursky""; ""Appendix B: How Teachers Learn Critical Knowledge and Skills: Tracing One Example"" 327 $a""Appendix C: Biographical Sketches of Committee Members"" 330 $a"Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. 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Archive Fevers --$t2. Architecture and the ?Fever? of Archiving --$t3. A Morning in the Vaults --$t4. Opening the Crates --$t5. Politics of Care --$t6. The Plot of Archiving --$t7. The Life of an Old Floppy Disk --$tConclusion: Collections as Sites of Epistemological Reshuffle --$tAcknowledgments --$tNotes --$tReferences --$tIndex 330 8 $aWhat constitutes an archive in architecture? What forms does it take? What epistemology does it perform? What kind of craft is archiving? 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