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Topic: For-Profits Dominate Market for Online Teacher Prep
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Jerry P. Becker

Posts: 13,518
Registered: 12/3/04
For-Profits Dominate Market for Online Teacher Prep
Posted: Oct 16, 2013 6:09 PM
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From Education Week [American Education's Newspaper of Record],
Wednesday, October 9, 2013, Vol. 33, Issue 07, Pages 1,16-17. See
http://www.edweek.org/ew/articles/2013/10/09/07online_ep.h33.html
*********************************
Online Teacher Prep Proliferates, But For-Profits Dominate Market

By Stephen Sawchuk

Los Angeles

One by one, the faces pop up on the computer screen. Some of the
aspiring teachers hold coffee cups; others have their hair in
ponytails or pushed into caps.

It's 6 a.m., California time. Several of the virtual attendees are on
a less punishing East Coast schedule. One is tuning in from Taiwan,
where it's already nightfall. But nobody's in PJs, because this is a
classroom and there are rules about comportment.

The teacher-candidates are taking part in the online Master of Arts
in Teaching program offered by the University of Southern
California's Rossier School of Education. Over a span of months, they
will learn how to teach in urban schools without meeting one
another-or their professors-in person until graduation.

Online teacher education is probably the fastest-growing sector of
teacher preparation. For-profit online institutions are now being
joined by brick-and-mortar universities like USC here, and startups,
both public and private.

"The big concern is how you build relationships with students, how do
you connect with students?" said Corinne E. Hyde, an assistant
professor of clinical education in the M.A.T. program at the Rossier
school, where the online program was launched in 2009.

"It would seem to be very impersonal, but the [virtual interaction]
... makes it really possible to build those connections," she said.
"Oftentimes, I feel like I know my students a lot better, because I'm
seeing into their homes."

Meredith Curley, the dean of the University of Phoenix, sees greater
acceptance of an online route to earning a teaching credential.

"Having more providers in the market really speaks to the fact that
there is a demand," said Ms. Curley, whose for-profit university is
the nation's largest producer of education degrees.

A Booming Field

Online teacher preparation has typically served practicing teachers
seeking recertification or master's degrees to help them move up the
salary scale. Only since the early 2000s has initial preparation
online begun to make a mark.
----------------------------------------------
SIDEBAR CHART: Awarding Degrees -- Most of the top 10 providers of
education degrees offer at least one degree online leading to initial
teacher certification. SOURCE: National Center for Education
Statistics. SEE
http://www.edweek.org/ew/articles/2013/10/09/07online_ep.h33.html
-----------------------------------------------
The provider marketplace remains dominated by for-profit
institutions-some operating wholly online-but the competition has
been impossible for brick-and-mortar institutions to ignore. Of the
674 institutions responding to queries about online teacher
preparation in a data-collection effort conducted by the American
Association of Colleges for Teacher Education, or AACTE, 36 offered
at least one wholly online undergraduate education program as of the
2009-10 academic year, and 140 offered at least one online-only
master's program for initial certification.

A whopping 74 percent of the institutions surveyed offered some courses online.

Among the reasons for the high level of interest is a desire to tap
career changers and other individuals whose circumstances limit their
ability to spend hours on campus.

That's the case with the University of the Pacific, which has signed
a partnership with Teach-Now, a new online teacher-certification
startup, to offer a master's degree and initial-certification
program. [SEE http://teach-now.com/ ]

"Most candidates cannot, with their family and adult
responsibilities, take several years to pursue a teaching credential.
We had to make it intensive and meet them where they are," said
Michael Elium, the assistant dean of the Stockton, Calif.-based
university's education school. "They need intense, high-quality, and
affordable" preparation.

The expense of online teacher-preparation programs varies widely.
Teach-Now's certification costs begin at $6,000, while the University
of Phoenix's tuition and fees range from $15,000 to $30,000 for a
master's degree in elementary education. USC charges tuition
identical to that for candidates in on-campus classes, which works
out to about $49,000 for the M.A.T. program.

Much online preparation continues to take place in an "asynchronous"
format, a technical term meaning that learning takes place with
candidates working in their own time, typically by participating
through virtual message boards and completing written assignments and
quizzes online.

Flexible Hours

There are obvious benefits to such flexible hours, especially for
working professionals. At the same time, faculty members can quickly
gauge candidates' participation, said Ms. Curley of the University of
Phoenix.

"At this point, the asynchronous [interaction] seems to be a plus for
us, and utilization of online platforms to share tools and resources
is the focus of our innovation," she said. For instance, the
university is making toolkits with resources on the Common Core State
Standards available to candidates and faculty on its online portal.

Increasingly, though, the providers' delivery formats are evolving as
well. USC has chosen a different path, devising a novel way to
deliver online preparation in real time. Teacher-candidates on a Web
platform, which is managed by 2U, a Landover, Md.-based technology
firm, can all see one another. A conference-call line keeps everyone
connected. The platform allows students to message each other,
contribute to oral or written discussions, and raise their
hands-electronically speaking-to seek help.

Eric Bernstein, an assistant professor of clinical education, can
separate students quickly into smaller groups for breakout
discussions and then bring them back together with a minimum of lost
time-something that wouldn't be possible in a large lecture hall.

That's only the beginning, though: There's "block party," where small
groups of students are rotated quickly, and silent discussion, where
students respond to readings and discussion prompts in a chat window
for all to see.

That variety is one of the main advances offered by online teacher
preparation, said Sharon Robinson, the president of AACTE.

"What these students experience in their online courses is perhaps a
stronger sense of community than if they show up in a large lecture
hall and leave as anonymous numbers on the seating chart," she said.

For this story, an Education Week reporter attended several online
sessions in two USC courses, one concerned with the social context of
urban schools, a second on learning theories.

New Pedagogical Opportunities

Although the M.A.T. students don't take their specific
teaching-methods courses until later in the program, professors
attempted to link theoretical discussions to the real world. The
professors often used video excerpts to have candidates apply
knowledge from their readings.

In Ms. Hyde's class, for instance, teacher-candidates began to
practice how to write specific learning objectives and select
assessments to match. During small groups, lively discussions arose
about the appropriate place of standardized testing in shaping
teacher behavior.

Uniquely in teacher education, learning in a digital format opens up
new pedagogical opportunities that professors can help candidates try
out in K-12 classrooms, faculty members said. For instance, Mr.
Bernstein, the USC professor, sometimes uses the silent-discussion
tool rather than conversations during the discussion portion of his
online course. The goal is to draw out shy candidates, while also
challenging those who aren't as confident in their writing.

And that basic technique, he reminds candidates, can also be used
even in classrooms without technology: Put up some questions on the
blackboard and have students answer them on sticky notes.

"We're going to mix it up," Mr. Bernstein told the aspiring teachers.
"And what you want to do in your classroom is mix it up and provide
different types of opportunities for students to engage."

The student-teaching or "clinical" part of preparation is one element
of teacher education that presents a quandary for online teacher
preparation.

At USC, the responsibility for ensuring high-quality student-teaching
rests with 2U. It has built a massive network of partners covering
some 1,800 school districts, where candidates are placed for
student-teaching. [SEE
http://www.edweek.org/ew/articles/2012/11/26/13cooperate.h32.html ]

Here again, technology provides the link: The aspiring teachers use
cameras to document their experiences in the classroom and send them
back for critiques by professors in the program. (Ironing out privacy
issues with the schools in which candidates practice is 2U's
responsibility.)

"We covered all the traditional [theorists], but the part I thought
was most practical was that the majority of assignments had to be
delivered on site," said Connor E. Nesseler, a recent graduate of the
program who is now teaching 7th grade social studies and humanities
in San Diego.

"I had to first develop a lesson, introduce it [at school], and
deliver it, and come back and reflect on it," he said. "Professors
would tell us to create it, experience it, and then we'd move from
there [to] how to improve."

His one concern? Sometimes it was hard to come up with times for
classmates to meet online during nonclass hours.

Staffing Models

In the field at large, the rapid expansion of online programs has led
to even more differentiation in staffing models. In some cases, as
with the University of Phoenix and Teach-Now, the programs rely more
heavily on instructors with practical experience than top academic
credentials.

USC has hired some 165 adjuncts to help meet demand, although
full-time online professors, such as Mr. Bernstein and Ms. Hyde,
don't sense a fracturing in the faculty. Instead, they say, the
platform has improved efforts to work in concert to revise and
improve the classes, both for those teaching on campus and online.

That's a good thing, said Karen Symms Gallagher, the dean of the
Rossier School of Education.

"If you say you have a common course, you have to make sure every
professor is following it," Ms. Gallagher said. "It is easier to know
that online. And students will tell you."

About 1,700 individuals have graduated from the program since its
inception. Those figures help put USC among the 30 top producers of
education degrees, but still far below the largest for-profit
programs.

Data on the performance of students taught by teachers trained online
are somewhat harder to come by. California, for instance, does not
link teacher and student records directly; students and graduates
from USC's Master of Arts in Teaching program now represent 47 states
and 38 foreign countries.

Dean Gallagher summed up the challenge: "We can't just say, '80
percent of the teachers who gave us data look good.' "

Broadly speaking, the expansion of online teacher preparation has
prompted some soul-searching among teacher-educators. The pedagogical
benefits among the various online formats aren't clear and have yet
to be extensively canvassed in research.

"I'm amazed that we don't see anybody doing data-based research.
They're doing qualitative stuff, and that doesn't tell us much," said
Paul Beare, the dean of the education school at California State
University, Fresno. "If I hadn't seen what CalStateTEACH had done,
I'd have had a bias against [online preparation]."

CalStateTEACH is an online preparation program offered through four
of the public university system's campuses. Mr. Beare's research
indicates that students surveyed gave higher marks to the online
program than they did to CSU's campus-based programs.

It also remains an open question how much online teacher preparation
differs in content from what's offered in face-to-face settings. The
USC courses, for instance, focused on how to be a reflective
practitioner. Later this semester, participants will encounter
articles critiquing standardized testing and the federal No Child
Left Behind Act. Coursework covers behavioral theory and cognitive
development, all by now established themes in teacher preparation.

For his part, Mr. Bernstein takes pride in the fact that he's able to
engage his students online as much, if not more, than if they were in
a physical classroom. He flies from Connecticut to California to
attend annual graduation ceremonies in person for the
teacher-candidates he's taught.

"The biggest shock is our heights," Mr. Bernstein said about meeting
the teacher-candidates he's taught in the flesh for the first time.
"You can't judge that on the computer screen."
---------------------------
Coverage of policy efforts to improve the teaching profession is
supported by a grant from the Joyce Foundation, at
www.joycefdn.org/Programs/Education. Education Week retains sole
editorial control over the content of this coverage.
-----------------------------------------
SIDEBAR: Online Teacher Preparation
Online Teacher Prep Proliferates, But For-Profits Dominate Market
Education Researcher Moves Into Certification Business
USC Brings Its Brand To Online Offering For Teacher Prep.
Bank Street College Aims to Retain 'Essence' in Virtual Program
*******************************************
--
Jerry P. Becker
Dept. of Curriculum & Instruction
Southern Illinois University
625 Wham Drive
Mail Code 4610
Carbondale, IL 62901-4610
Phone: (618) 453-4241 [O]
(618) 457-8903 [H]
Fax: (618) 453-4244
E-mail: jbecker@siu.edu



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