Michael D Andrews
Biographic Data
| ID | 1604045 |
|---|---|
| NAME | Michael D Andrews |
| GIVEN NAMES | Michael D |
| FAMILY NAME | Andrews |
| SIGNATURE | ANDREWS M D |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 2005 |
| H-INDEX | 3 |
Verbal Ability and Teacher Effectiveness
Critics of traditional teacher education programs have suggested that verbal ability along with subject knowledge is sufficient for measuring good teaching. A small group of research studies is called upon to support this contention. This article reviews these studies, analyzes the role of verbal ability in teaching, and presents research examining the relationship of teachers' verbal ability and teacher effectiveness. Research results indicate t…
Treating the Congenital Malaise in Teacher Education
When I finished reading John Goodlad's lead article for this issue, I thought perhaps there was a typo in the title and he meant the title to be Wither Schools of Education, describing a final stage of the congenital malaise (Goodlad, 1999 [this issue]). After 100 years of resistance to Dewey's notion of pedagogy and the continuing resistance of teacher education to any significant structural change, perhaps the congenital malaise has reached a t…
What Matters Most for Teacher Educators
In the preface to What Matters Most: Teaching for America's Future (National Commission on Teaching and America's Future, 1996b), Governor Hunt expresses the hope that this report will launch a great debate about the critical link between improving the capacities of teachers and the future of the United States (p. iii). Through the use of persuasive detail and compelling prose, the report clarifies the crucial role of teachers in educational impr…
Outcome-Centered Accreditation
La formation des enseignants doit etre integree dans un modele d'habilitation national. Le Conseil National pour l'Habilitation de la Formation des Enseignants (NCATE) a pris depuis 1986 certaines initiatives, auxquelles tous les etablissements ne se sont pas encore rattaches. Afin de stimuler une reflexion autour de ce probleme, les AA. font une serie de recommandations pour ameliorer le statut et la credibilite de la formation
Differences Between Graduates of 4-Year and 5-Year Teacher Preparation Programs
A 10-year comparison of graduates from 4- and 5-year teacher education programs at the same institution revealed significant differences between graduates of the two programs. Significantly more 5-year graduates entered and stayed in teaching than graduates of the 4-year program. Graduates of the 5-year program were more satisfied with their career and perceived the quality of their program to be higher than the 4-year graduates did. Limitations …
The Characteristics of Students in a Five Year Teacher Education Program
A Five Year Teacher Education Program
Differences Between Graduates of 4-Year and 5-Year Teacher Preparation Programs
A 10-year comparison of graduates from 4- and 5-year teacher education programs at the same institution revealed significant differences between graduates of the two programs. Significantly more 5-year graduates entered and stayed in teaching than graduates of the 4-year program. Graduates of the 5-year program were more satisfied with their career and perceived the quality of their program to be higher than the 4-year graduates did. Limitations …
The Characteristics of Students in a Five Year Teacher Education Program
A Five Year Teacher Education Program
Verbal Ability and Teacher Effectiveness
Critics of traditional teacher education programs have suggested that verbal ability along with subject knowledge is sufficient for measuring good teaching. A small group of research studies is called upon to support this contention. This article reviews these studies, analyzes the role of verbal ability in teaching, and presents research examining the relationship of teachers' verbal ability and teacher effectiveness. Research results indicate t…
What Matters Most for Teacher Educators
In the preface to What Matters Most: Teaching for America's Future (National Commission on Teaching and America's Future, 1996b), Governor Hunt expresses the hope that this report will launch a great debate about the critical link between improving the capacities of teachers and the future of the United States (p. iii). Through the use of persuasive detail and compelling prose, the report clarifies the crucial role of teachers in educational impr…
Treating the Congenital Malaise in Teacher Education
When I finished reading John Goodlad's lead article for this issue, I thought perhaps there was a typo in the title and he meant the title to be Wither Schools of Education, describing a final stage of the congenital malaise (Goodlad, 1999 [this issue]). After 100 years of resistance to Dewey's notion of pedagogy and the continuing resistance of teacher education to any significant structural change, perhaps the congenital malaise has reached a t…
A Five Year Teacher Education Program
The Characteristics of Students in a Five Year Teacher Education Program
Differences Between Graduates of 4-Year and 5-Year Teacher Preparation Programs
A 10-year comparison of graduates from 4- and 5-year teacher education programs at the same institution revealed significant differences between graduates of the two programs. Significantly more 5-year graduates entered and stayed in teaching than graduates of the 4-year program. Graduates of the 5-year program were more satisfied with their career and perceived the quality of their program to be higher than the 4-year graduates did. Limitations …
Outcome-Centered Accreditation
La formation des enseignants doit etre integree dans un modele d'habilitation national. Le Conseil National pour l'Habilitation de la Formation des Enseignants (NCATE) a pris depuis 1986 certaines initiatives, auxquelles tous les etablissements ne se sont pas encore rattaches. Afin de stimuler une reflexion autour de ce probleme, les AA. font une serie de recommandations pour ameliorer le statut et la credibilite de la formation
What Matters Most for Teacher Educators
In the preface to What Matters Most: Teaching for America's Future (National Commission on Teaching and America's Future, 1996b), Governor Hunt expresses the hope that this report will launch a great debate about the critical link between improving the capacities of teachers and the future of the United States (p. iii). Through the use of persuasive detail and compelling prose, the report clarifies the crucial role of teachers in educational impr…
Treating the Congenital Malaise in Teacher Education
When I finished reading John Goodlad's lead article for this issue, I thought perhaps there was a typo in the title and he meant the title to be Wither Schools of Education, describing a final stage of the congenital malaise (Goodlad, 1999 [this issue]). After 100 years of resistance to Dewey's notion of pedagogy and the continuing resistance of teacher education to any significant structural change, perhaps the congenital malaise has reached a t…
Verbal Ability and Teacher Effectiveness
Critics of traditional teacher education programs have suggested that verbal ability along with subject knowledge is sufficient for measuring good teaching. A small group of research studies is called upon to support this contention. This article reviews these studies, analyzes the role of verbal ability in teaching, and presents research examining the relationship of teachers' verbal ability and teacher effectiveness. Research results indicate t…
Psychology (7 works) · Mathematics education (6 works) · Pedagogy (6 works) · Teacher education (5 works) · Political science (4 works) · Sociology (4 works) · Teacher Education and Leadership Studies (3 works) · Diverse Educational Innovations Studies (2 works) · Higher education (2 works) · Law (2 works)