By Williamson F. Evers, Lance T. Izumi
This e-book takes a troublesome examine the pro, technical, and public coverage concerns surrounding scholar success and instructor effectiveness—and exhibits how trying out and responsibility can play an essential position in bettering American colleges.
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Extra resources for Teacher Quality (Hoover Institution Press Publication)
Sample text
I was trained in educational psychology at the University of Florida, Gainesville, and I have taught graduate and undergraduate courses in child, developmental, and educational psychology at East Tennessee for nearly thirty years. My experience has mainly been in the front lines of teacher training. In the early nineties, however, I encountered a situation that strongly influenced my thinking about the need for teacher-training reform. The high school attended by my two sons decided to become a leader in educational innovation.
One impact of this thinking as it has been applied over the last century has been an incredible expansion and diversification of school staffing. If there is an identifiable uniqueness 14See R. Snow and J. Swanson, “Instructional Psychology: Aptitude, Adaptation, and Assessment,” Annual Review of Psychology 43 (1992): 583–626. 44 J. E. Stone (and a supportive constituency), the education community will create a specialty that is said to be skilled in maximizing the educational growth of such students.
Although most students do not experience teacher quality sequences at either of the extremes, many children, unfortunately, lack the benefit of effective teaching at some point in their K–12 years. The effect is insidious, causing underachievement each year they encounter an ineffective teacher until the cumulative effect becomes extremely visible in later grades. For example, some students complete algebra in the eighth grade, whereas others of similar prior achievement levels in early grades struggle with anything beyond the most remedial mathematics at the conclusion of their elementary years.
