October 27, 2010
Abstract:
The federal 9th Circuit appeals court struck down a federal regulation that permits California teachers who have not completed teacher credential certification, but are working towards certification to be considered “highly qualified” under the No Child Left Behind Act.
The ruling highlighted the fact that a significant percent of teachers who are in alternative training programs end up teaching in low-income communities that are also some of the poorest performing schools in the state. This decision has the potential to have a major impact on programs such as Teach For America, that rely on interns who are working on obtaining credentials through alternative credentialing routes.
Authors: Mark Walsh
Published by: Education Week http://blogs.edweek.org/edweek/school_law/2010/09/federal_highly_qualified_teach.html
Date: September 27, 2010
September 28, 2010
Authors: Ronnie Detrich, Randy Keyworth, Jack States, Mark Shriver, T. Steuart Watson, Dean Fixen, Karen Blase, Michelle Duda, Sandra Naoom, Melissa Van Read More…
August 3, 2010
This paper examines the current state of teacher preparation in the United States. Read More…
June 30, 2010
Mathematica researchers reviewed 2008-09 data from sixteen Chicago schools participating in the Teacher Advancement Program (TAP). The program paid Read More…
April 27, 2010
The Wing Institute is launching a new initiative to provide funding for graduate students who are interested in doing research in the area of evidence-based education. Read More…
March 22, 2010
On March 13, 2010, the Obama administration released its blueprint for revising the Elementary and Secondary Education Act (ESEA). The revision asks states to adopt college and career standards and reward schools for significant improvement in student performance. The blueprint proposes standardizing educational requirements for the entire nation. Read More…
February 24, 2010
The American Educational Research Association (AERA) recently published another Research Points in the organization’s running series of research Read More…
January 26, 2010
Nationally recognized experts developed the What Works Clearinghouse new data based decision-making guide released in fall 2009. It consists of actionable recommendations and strategies for implementing effective classroom decision-making. The guide offers five recommendations to help educators use data to monitor academic progress and evaluate instructional practices. The guide recommends creating a data based driven culture by establishing a clear vision for data use, frequent and ongoing use of data in the classroom, and making data core to ongoing instructional improvement.
Laura Hamilton (Chair), Richard Halverson, Sharnell S. Jackson, Ellen Mandinach, Jonathan A. Supovitz, and Jeffrey C. Wayman
Link: https://www.routledgehandbooks.com/doi/10.4324/9780203888803
December 8, 2009
Commentary on Biglan and Ogden (2008): The Evolution of Evidence-based Practices
by Ronnie Detrich, Wing Institute and Teri Lewis-Palmer, Educational Consultant Read More…
December 4, 2009
Mark Shriver and Steuart Watson are handing-off the editorial leadership of the Journal of Evidence-Based Practices for Schools (JEBPS) to the Korn Learning and Social Skills (KLASS) Center at the University of Tennessee under the direction of Read More…
