A National Study Comparing the Expenditures of Teacher Education Programs by Carnegie Classification and with other Disciplines

Howard, Richard D.; Hitz, Randy; Baker, Larry J.

doi:10.1080/01626620.1998.10462921

Cited by 9 publications

(7 citation statements)

References 1 publication

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“…Furthermore, some researchers have suggested that many university education programs face pressure from institutional leadership to maintain budget surpluses to help fund other university programs (Howard, Hitz, & Baker, 1998). Colleges may not have sufficient incentives to increase their production of STEM and SPED teachers, but state and federal agencies could provide such incentives.…”

Section: Supply and Demand By Endorsement Areamentioning

confidence: 99%

Refueling the STEM and special education teacher pipelines

Goldhaber¹,

Krieg²,

Theobald³

et al. 2015

Phi Delta Kappan

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Improving the quality of the teacher workforce is high on the nation’s education policy agenda, but school systems continue to face difficulties in staffing STEM and special education classrooms with qualified teachers. This article documents the mismatch between the supply and demand of STEM and special education teachers in Washington State, where almost 4,000 more STEM and special education teachers have left the profession than have been produced by in-state teacher training institutions over the past 25 years. There are a number of potential solutions to this problem, including differential pay systems, reduced barriers to entry, and incentives for teacher training institutions.

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Section: Supply and Demand By Endorsement Areamentioning

confidence: 99%

Refueling the STEM and special education teacher pipelines

Goldhaber¹,

Krieg²,

Theobald³

et al. 2015

Phi Delta Kappan

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show abstract

“…Initially, we present the results of research we published in fall 1998 (Howard, Hitz, & Baker, 1998), in which expenditures by discipline and institutional type are compared. To complement the findings reported in this article, comparative data about education faculty and administrative salaries and faculty productivity are presented.…”

Section: Adequacy and Allocation Within Highermentioning

confidence: 99%

“…The reader is referred to Howard et al (1998) for an explanation of the data and methodology used to create the comparative information in which expenditures across disciplines and teacher education programs by the four Carnegie classifications for colleges and universities were developed. In addition, for a listing of the participating colleges and universities and a detailed description of the (Howard, Hitz, & Baker, 1997).…”

Section: Adequacy and Allocation Within Highermentioning

confidence: 99%

“…Percentage of Graduate Student Credit Hour for Professional Programs at Research Institutions Percentage of Graduate Student Credit Hours for Professional Programs at Comprehensive Institutions Percentage of Graduate Student Credit Hours for Professional Programs at Doctoral Institutionsexception of social work at research institutions, education programs generate a much greater percentage of GSCH than the other professional programs(Howard et al, 1998).…”

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confidence: 99%

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Adequacy and Allocation within Higher Education: Funding the Work of Education Schools

Howard¹,

Hitz²,

Baker³

2000

Educational Policy

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The perception held by many teacher educators is that the commitment by colleges and universities to education programs is weak and funding for education lags far behind that of other disciplines. This perception was validated by a national study in which expenditure data for education programs were compared to those of other academic disciplines. The results of the study are presented in this article, followed by a discussion of the role a strong national accrediting body could play in support of stronger funding for teacher education programs.

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“…(p. 6) Aldersley (1995) noted how an institution's goal to be reclassified according to the Carnegie Classification scheme encouraged institutions to adopt a graduatehesearch model and to seek the prestige of doctorate-level education. Howard, Hitz, and Baker (1998) compared spending on various programs across four major Carnegie classifications, while Mundfrom et al (1998) looked at how research and statistics are taught across Carnegie Classifications.…”

mentioning

confidence: 99%

Faculty Productivity and Carnegie Institutional Characteristics within AEJMC Programs

Morton

Beard

2005

Journalism & Mass Communication Educator

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This article reports the results of a content analysis of faculty vitae from eighteen ACEJMC programs drawn using stratified random sampling by Carnegie Classification. The findings indicate that faculty members differ by CarnegieClassification on research productivity, highest earned degrees, professional experience, time assignments (for research, teaching, and service), contact and credit hours, and external grants.The Carnegie Classification of Institutions of Higher Education categorizes colleges and universities by the top degree offered, the number of doctoral or master's degrees granted per year, the emphasis on research, and the monetary value of external grants awarded to faculty. Established in 1971, it has been used in numerous studies to denote differences in colleges and universities. Before the most relevant of those studies are reviewed, it's important that readers understand the classification system.Previous researchers have identified Carnegie Classification as an important institutional characteristic. For instance, both tenure procedures (Howe, 1980) and gift income and fundraising practices and programs (Woods, 1987) have been found to differ significantly by Carnegie Classification. Keely (1992) also investigated institutions' finances as related to Carnegie Classification. He used spending patterns concerning instruction, research, public service, academic support, institutional support, student services, and operation and maintenance of the plant to validate Carnegie Classification and to explain reclassification of institutions from Research I1 (RII) and Doctoral I1 (DII) to FU and DI categories.

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A National Study Comparing the Expenditures of Teacher Education Programs by Carnegie Classification and with other Disciplines

Cited by 9 publications

References 1 publication

Refueling the STEM and special education teacher pipelines

Refueling the STEM and special education teacher pipelines

Adequacy and Allocation within Higher Education: Funding the Work of Education Schools

Faculty Productivity and Carnegie Institutional Characteristics within AEJMC Programs

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