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Topic: PART V: To Touch the Future
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Jerry P. Becker

Posts: 13,291
Registered: 12/3/04
PART V: To Touch the Future
Posted: Dec 19, 1999 6:20 PM
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********************************************************
You should have received parts I, II, III, and IV earlier. This is Part V.
--------------------------------------------------------------------------------
----
Information about the report is available on the American Council of
Education's website:
http://www.acenet.edu/

Title: To Touch the Future - Transforming the Way Teachers Are Taught
Year: 1999
Published by: American Council on Education
One Dupont Circle NW
Washington, D.C. 20036-1193
Ordering: $15.00
[10 or more copies are $10 each, 100 or more copies are
$5 each.]
Orders must be prepaid by money order or check (made out
to the ACE) and sent to:

ACE Fulfillment Service
Department 191
Washington, D.C. 20055-0191

or call (301) 604-9073
The whole report can be downloaded from the website at
http://www.acenet.edu/ . If you go to the website, you can see how to do
this.
---------------------------------
Happy holidays and all good wishes for a happy, healthy and peaceful year 2000.
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NUMBER 4: The academic capacity of graduates who enter teaching is
comparable to that of college graduates overall for prospective secondary
school teachers, but below average for prospective elementary school
teachers.

In 1992-93, the National Center for Education Statistics (NCES) inventoried
the college entrance examination scores and college transcripts of more
than 10,000 college graduates nationwide whose career progress is being
followed for 12 years. An analysis of these data indicates that students who
became secondary school teachers had academic records comparable to the
group as a whole. Those who became elementary school teachers, however,
enrolled in more remedial classes in college than other students, scored
less well on standardized aptitude tests, and took less challenging courses
(Henke et al., 1996). The Educational Testing Service found a similar
pattern of lower test scores among elementary school teachers when it
compared the SAT scores of all college graduates to the scores of those
passing the state licensure subject assessments test called Praxis II
(Educational Testing Service, 1999a). The 1992 National Adult Literacy
Survey, however, showed that literacy skills of teachers were
indistinguishable from those of other college-educated adults (Educational
Testing Service, 1999b).

The research data reveal that entrance requirements for prospective
elementary school teachers are generally lower than for other future
teachers. Recent international test results showed, however, that American
fourth graders performed better than their peers in other nations in
mathematics
and science, while American secondary school students demonstrated
substantial deficiencies in relation to their peers from other countries
(NCES, 1999c). How or whether the achievement scores of students in the
earlier grades relate to the academic performance of the students' teachers
is unclear. It would be useful to have evidence on the importance of
attributes such as motivation, dedication, and a passion for children and
learning as we assess the qualities that teachers need in the primary
grades. However, it is clear that colleges and universities need to
intensify their efforts to
recruit into the teaching profession the ablest of America's college
students and to set high standards for admission into teacher education
programs.

NUMBER 5: Teachers are inadequately prepared to understand and apply
technology to teaching.

In 1994, the U.S. government set a goal of connecting every school in the
country to the Internet. At last count, 89 percent of public schools and 51
percent of public school classrooms had Internet connections. In 1998, the
nation's public schools owned one instructional computer for every six
students (NCES, 1999d). A recent survey, however, found that only
one-quarter of the teachers responding reported using current technology in
a substantial way in their classrooms
(NCES, 1999b); only one in five said he or she felt very well-prepared to
integrate technology into teaching (NCES, 1999a).

Continuing education and inservice training often are used by school
systems to help teachers who are not computer literate gain the skills and
comfort level they need to teach with and about technology. When asked what
knowledge they need most, teachers placed the highest priority on
information about using innovative technologies (NCES, 1999b). Most said
that they had received some inservice training, but that it was too brief
to be very helpful. Even among those who
had spent more than eight hours in training, only a third said it improved
their use of technology "a lot." (NCES, 1999a).

Almost all students in teacher education programs take at least one course
that integrates computer use into the syllabus, but a full one-third of
teacher education program leaders reported that their computer facilities
were inadequate to the task of teaching prospective teachers how to use
computers
for learning (CEO Forum on Education and Technology, 1999). As of 1998,
only two states had developed standards for teacher technology preparation
and required candidates for teaching positions to complete a portfolio to
demonstrate their technology skills (CEO Forum on Education and
Technology, 1999).
-----------------------
PART VI will follow in the near future.
***************************************************************



Jerry P. Becker
Dept. of Curriculum & Instruction
Southern Illinois University
Carbondale, IL 62901-4610 USA
Fax: (618) 453-4244
Phone: (618) 453-4241 (office)
(618) 457-8903 (home)
E-mail: jbecker@siu.edu

mailto://jbecker@siu.edu





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