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- Illinois Early Learning (IEL): source of evidence-based, reliable information on early care and education for parents, caregivers, and teachers of young children in Illinois.
- Early Childhood Research & Practice (ECRP): was the first scholarly, peer-reviewed, bilingual (English-Spanish) online journal in the field of early childhood education.
- Illinois Early Childhood Asset Map (IECAM): a source for data on early care and education services and demographics in the state of Illinois. Data are available by state, county, township, legislative district, and several agency regions.
- Illinois Parents: operated with the Academic Development Institute in Lincoln, Illinois, provides resources and information for parents in the state of Illinois.
ED468995 SP041063
Title: Studies of Excellence in Teacher Education: Preparation in a
Five-Year Program.
Author(s) Koppich, Julia E.; Merseth, Katherine K.
Author Affiliation: American Association of Colleges for Teacher
Education, Washington, DC.(BBB14763); National Commission on
Teaching & America's Future, New York, NY. (BBB33593)
Pages: 97
Publication Date: 2000
Notes: Edited by Linda Darling-Hammond. For the other volumes in the
series, see ED 468 432-433.
Sponsoring Agency: DeWitt Wallace/Reader's Digest Fund,
Pleasantville, NY. (BBB12599)
ISBN: 0-9654535-5-3
Available from: EDRS Price MF01/PC04 Plus Postage.
Availability: AACTE Publications, 1307 New York Avenue, N.W., Suite
300, Washington, DC 20005-4701 (AACTE members $20.95; nonmembers
$25.95). Tel: 202-293-2450; Fax: 202-457-8095; Web site: http://www.aacte.org.
Language: English
Document Type: Reports--Research (143)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEMAY2003
This book presents case studies of two highly successful teacher
education programs. It is part of a three-volume series that includes
seven case studies. It documents the goals, strategies, content, and
processes of teacher education programs that are widely acknowledged
as exemplars for preparing prospective teachers to engage in skillful,
learner-centered practice. Using observations, interviews, and
surveys, researchers examined all aspects of each program of study and
clinical practice. The book documents the capabilities of prospective
teachers who graduate from these programs by examining the teachers'
own work during teacher education and in the field, interviews with
faculty and administrators in the schools where graduates teach, and
surveys of principals. The book also examines what policies,
organizational features, resources, and relationships have enabled
these programs to succeed. Features common to the programs include a
clear, shared vision of good teaching; well-defined standards of
practice and performance; extended clinical experiences; and extensive
use of case study, teacher research, performance assessment, and
portfolio evaluation. The two case studies are "Trinity University:
Preparing Teachers for Tomorrow's Schools" (Julia E. Koppich) and"Teacher Education at the University of Virginia: A Study of English
and Mathematics Preparation" (Kathleen K. Merseth and Julia E.
Koppich). (Papers contains references.) (SM)
Descriptors: Beginning Teacher Induction; Case Studies; College
Faculty; Educational Change; Elementary Secondary Education;
English Instruction; Excellence in Education; Extended Teacher
Education Programs; Higher Education; Mathematics Education;
Mentors; *Preservice Teacher Education; Professional Development
Schools; *Program Effectiveness; Student Teachers; Teacher Role
Identifiers: Learner Centered Instruction; Program Characteristics;
Trinity University TX; University of Virginia
