The “Grand Paradox” in Teacher Preparation and Certification Policy

Brewer, Thomas M.

doi:10.1080/10632910309600974

Cited by 3 publications

(2 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In a report to the U.S. Congress, former Secretary of Education Rod Paige argued that current teacher certification requirements were outmoded (Brewer, 2003;U.S. Department of Education, Office of Postsecondary Education, 2002).…”

mentioning

confidence: 97%

Personnel Preparation in the Area of Emotional and Behavioral Disorders: A Reexamination Based on Teacher Perceptions

Manning

Bullock

Gable

2009

Preventing School Failure: Alternative Education for Children a

View full text Add to dashboard Cite

The authors have witnessed major changes in the preparation of special education personnel. Recent legislation, including the No Child Left Behind Act (2001) and the Individuals with Disabilities Education Improvement Act (2004), has moved the concept of highly qualified teacher (HQT) to the national forefront. It seems reasonable that preservice preparation, teacher accountability, and administrative evaluation methods must all join to ensure that teachers are highly qualified to teach U.S. children. However, no cohesive body of information exists to guide teachers, classroom practitioners, or administrators seeking to meet the demands of theory-to-practice. The authors look at ways to promote more objective, uniform national standards of evaluation by determining key quality indicators in the field of emotional and behavioral disorders, which, in turn, should contribute to more closely approximating what constitutes an HQT.

show abstract