Restructuring Teacher Education in the United States: Finding the Tipping Point

Y

16

Educational Change; Teacher Education; Teacher Effectiveness; Teacher Evaluation; Educational Policy; Federal State Relationship; Teacher Certification; Academic Standards; Preservice Teachers; Performance Based Assessment; Faculty Development; Principals; Common Core State Standards; Elementary Secondary Education; Accountability; Policy Formation; Educational Legislation; Federal Legislation; Higher Education; Federal Aid; Academic Achievement; Educational Objectives; Federal Programs; Educational History

Higher Education Act Amendments 1992; No Child Left Behind Act 2001; Elementary and Secondary Education Act; American Recovery and Reinvestment Act 2009; Goals 2000; Improving Americas Schools Act 1994; Race to the Top

2407-9898

In the United States, as public demands for quality teachers have escalated, there has been a corresponding increase in national policy efforts to tie the standards of student success to teacher preparation, licensing, and evaluation. This conceptual paper examines how national authorities used specific policy tools to usurp the state's responsibility to ensure quality teaching practices in local schools. A discussion of policy problems and instruments grounds the analysis of teacher education policy activity since 1992. The "tipping point" theory is used to understand how this change in authority. Recommendations for future teacher education research and policy-making are shared.

As Provided

2019

EJ1216495