MARC Record from marc_nuls

LEADER: 03447cam 2200385 a 4500
001 9922666630001661
005 20150423144801.0
008 100408s2010 dcu b 000 0 eng
010 $a 2010014539
020 $a9780309128056 (pbk.)
020 $a0309128056 (pbk.)
020 $a9780309129961 (pdf)
020 $a0309129966 (pdf)
035 $a(CSdNU)u419460-01national_inst
035 $a(OCoLC)611962059
035 $a(OCoLC)611962059
040 $aDLC$cDLC$dYDX$dYDXCP$dUBY$dNTD$dIXA$dCDX
043 $an-us---
049 $aCNUM
050 00 $aLB1715$b.P727 2010
082 00 $a370.71/173$221
245 00 $aPreparing teachers :$bbuilding evidence for sound policy /$cCommittee on the Study of Teacher Preparation Programs in the United States, Center for Education, Division of Behavioral and Social Sciences and Education.
260 $aWashington, D.C. :$bNational Academies Press,$cc2010.
300 $axvi, 217 p. ;$c23 cm.
504 $aIncludes bibliographical references.
505 0 $aIntroduction -- Seeking strong evidence -- Pathways to teaching and teacher preparation programs -- Preparing teachers for all fields -- Preparing reading teachers -- Preparing mathematics teachers -- Preparing science teachers -- Accountability and quality control in teaching -- Summary and research agenda.
520 $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. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now."--Publisher's description.
650 0 $aTeachers$xTraining of$zUnited States.
710 2 $aNational Research Council (U.S).$bCommittee on the Study of Teacher Preparation Programs in the United States.
710 2 $aNational Research Council (U.S.).$bCenter for Education.
710 2 $aNational Research Council (U.S.).$bDivision of Behavioral and Social Sciences and Education.
947 $fSOE$hCIRCSTACKS$p$41.80$q1
949 $aLB1715 .P727 2010$i31786102650832
994 $a92$bCNU
999 $aLB 1715 .P727 2010$wLC$c1$i31786102650832$lCIRCSTACKS$mNULS$rY$sY $tBOOK$u11/19/2010