The United States does more than just talk; it invests a lot of money in public education. While students are the major focus of concern, teachers are a mainstay in the enterprise. In 2002, the U.S. invested $192 billion in teacher pay and benefits. More than 50% of all dollars allocated by the government for education is paid in salaries for teachers, yet there is little research to guide decisions as whom to hire, retain, and promote (Rice, 2003). However, the general consensus is that under good teachers, students get a good education, and under poor teachers, students get a poor education. The difference between the two makes a world of difference. The U. S. cannot afford to trust its most valuable asset students - to the tutelage of poor teachers. Doing so would be to run the risk of needlessly suffering from medical conditions, financial woes, and a quality of life not befitting a highly advanced nation. This manuscript provides a functional framework for the student and faculty, a review of related literature, and a detailed description of an individual effort at implementing promising practices to prepare quality teacher educators. The expectation is that information and preliminary findings that are provided will, in some way, further thinking and effort at producing effective teachers to staff our schools.
Fine facilities, adequate financial aid, and sufficient resources are crucial elements for a university to be successful.But unless students graduate at an appropriate rate, the university will ultimately be considered ineffective. Students who exit the university without a degree will have their dreams deferred and often struggle to lead a life of any quality. Among those who fail to graduate are a disproportionate number of African Americans and other minorities; this of which must change for a country to thrive and be respected as an exemplary democracy. However, those who do graduate are prepared and financially compensated to lead and make a positive impact in education, politics, science and technology, and human-service areas. This manuscript provides findings from a thorough review of literature on graduation issues and concerns to support development of a framework of tenets to increase graduation rates, especially for African Americans. Further, it highlights specific efforts of a particular college to enhance its graduation rates and provides implications for future directions.
Contribution/ OriginalityThis study contributes to existing literature by delineating a unique strategy which enables African American students to experience greater success in school. It builds on some of the best practices in education to form a REACH concept. Evidence suggests that if schools are appropriately structured for students, they will learn.
Use of the minicourse to provide special and regular educators with inservice training for educating handicapped children is the focus of the article. In view of existing concerns and approaches for providing inservice training, a rationale is given for selection of the minicourse strategy. An empirical study was conducted using the minicourse to teach skills for coping with the handicapped. Results indicated a high level of competency attainment and positive changes in attitudes toward the handicapped on the part of the participants. It is evident that the minicourse is both appealing and functional for providing school personnel with inservice training. Planning, implementation, and evaluation procedures for the minicourse are delineated.
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