Present-day schools of education have inherited a set of paradoxical beliefs and practices grounded in historical conditions that no longer apply. The authors argue that resolving these paradoxes is one of the biggest challenges that teacher education faces.
The focus of teacher education has been on teachers and teaching rather than on students and learning. Ms. Blackwell urges schools of education to shift their emphasis to the knowledge base about student learning, and she provides seven benchmarks for programs that will produce high-quality teachers who understand how students learn.
This research was designed to test the hypothesis that relevant incentives would result in improved performance on a visual monitoring task. Course credit was used as an incentive due to its apparent relevance for the college population. Two groups of Ss were employed. One group received credit made contingent on performance; the other group received credit for participation. The contingent group performed at a higher level than did the non-contingent group. Level of performance for both groups was high, suggesting that a relevant incentive can be effective in maintaining a high level of performance over time.
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