Preparing Teachers: Highly Qualified to Do What? Editors' Introduction

Chin, Elaine; Wong, Pia
June 2013
Education Policy Analysis Archives;6/1/2013, Vol. 21 Issue 54, p1
Academic Journal
The No Child Left Behind Act of 2001 has had significant effects on teacher preparation programs, both in terms of changes required for policy compliance and through important program adjustments. These adjustments have largely been made in response to changes in partner schools and districts, where pacing guides, scripted curricula, benchmark testing and program improvement mandates are now the norm. In the context of anticipated robust policy activity in K-12 education and teacher education (e.g., possible re-authorization of the Elementary and Secondary Education Act, adoption of the Common Core State Standards, new teacher certification performance assessments, etc.), it is important to understand the ways in which the current federal law, focused primarily on K-12 education, has also shaped teacher preparation programs. Paying attention to the inter-connectivity of K-12 education and teacher preparation is the focus of the articles of EPAA/AAPE's Special Issue on Preparing Teachers: Highly Qualified to Do What?


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