• Summary
  • Contents
  • Subject index

21st Century Education: A Reference Handbook offers 100 chapters written by leading experts in the field that highlight the most important topics, issues, questions, and debates facing educators today. This comprehensive and authoritative two-volume work provides undergraduate education majors with insight into the rich array of issues inherent in education—issues informing debates that involve all Americans.Key Features:· Provides undergraduate majors with an authoritative reference source ideal for their classroom research needs, preparation for GREs, and research into directions to take in pursuing a graduate degree or career· Offers more detailed information than encyclopedia entries, but not as much jargon, detail, or density as journal articles or research handbook chapters· Explores educational policy and reform, teacher education and certification, educational administration, curriculum, and instruction· Offers a reader-friendly common format: Theory, Methods, Applications, Comparison, Future Directions, Summary, References and Further Readings 21st Century Education: A Reference Handbook is designed to prepare teachers, professors, and administrators for their future careers, informing the debates and preparing them to address the questions and meet the challenges of education today.

Alternative Teacher Preparation Programs
Alternative teacher preparation programs

Because of persistent shortages of teachers in some fields and communities, the continuing criticism of conventional university-based teacher preparation, and new federal requirements that all teachers be licensed, interest in and acceptance of alternative routes to teacher licensure continues to grow. In this chapter, we describe the evolution of alternative licensure, briefly examine the rationale for alternative licensure, and discuss what research can tell us about the relative efficacy of “conventional” (few teacher educators think of their programs as conventional, but this seems a less objectionable term than “traditional”) and alternative preparation of teachers. We conclude by noting fundamental problems researchers must deal with and suggesting characteristics of alternative programs that are most likely to maximize the contributions ...

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