Kenneth R Howey
Biographic Data
| ID | 1604102 |
|---|---|
| NAME | Kenneth R Howey |
| GIVEN NAMES | Kenneth R |
| FAMILY NAME | Howey |
| SIGNATURE | HOWEY K R |
| AFFILIATIONS | The Ohio State University |
| VERIFIED | No |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 67 |
| AUTHOR COUNT | 26 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1974 |
| LATEST PUBLICATION YEAR | 2005 |
| H-INDEX | 5 |
The Politics of Partnerships for Teacher Education Redesign and School Renewal
Twenty years after the initial warning signal sounded by A Nation at Risk (National Commission on Excellence in Education, 1983), many reform proposals have challenged the manner in which teachers are prepared, retained, and assessed relative to their impact on student academic success. These initiatives include the compilation of standards for what students and teachers should know and be able to do and the effort to recognize veteran teachers w…
Professional Development Schools: Looking Ahead
Professional Development Schools: Looking Ahead
I have been asked to speculate on the future of Professional Development Schools (PDSs). It could be that the opportunity to participate in and observe numerous PDSs as director of a reform network qualifies me for such a task. Nonetheless, despite these privileged opportunities and a relatively extended career in teacher education and concomitant school reform, I am not at all confident about what the future holds for these evolving partnership …
Preparing teachers for inner city schools
T HE NEED FOR TEACHER QUALITY, the theme of this issue, is perhaps most relevant where it is most lacking-the urban setting. It has been reported, for example, that in schools with the highest minority enrollments, students have less than a 50 percent chance of getting a science or mathematics teacher who is licensed in those areas (National Commission, 1996). Beyond this, data collected over 8 years by the Research About Teacher Education Studie…
Altered roles and expanded responsibilities for teachers
Reflections of the JTE Research Editor (1984-1989): Changes in Teacher Education: Needed Leadership and New Networks
Howey served as research editor for the JTE from 1984-1989. In this article he reflects on many of the ideas and perspectives that surfaced in research manuscripts and concept pieces published in the JTE during that time. Howey focuses attention on two circumstances: the increasing preoccupa tion with a knowledge base for teacher preparation and the effects of a major consortium concerned with teacher preparation, the Holmes Group
This issue: Reforming Education/The Holmes Agenda
Research about Teacher Education: Programs of Teacher Preparation
A Study in Contrast: Sources of Pedagogical Content Knowledge for Secondary English
Grossman investigated the influence of subject-specific course- work in the development of pedagogical content knowledge in English through contrasting case studies of six beginning English teachers, only three of whom graduated from teacher education. She describes the differences in the teachers' knowl edge regarding the purposes for teaching secondary English, curricular knowledge, and knowledge of student understand ing
Mentor-teachers as inquiring professionals
Historically, the term mentor implied someone who was responsible not only for educating a young charge but who acted as counselor, confidant, even parent.1 Over time, conceptions of mentoring have come to vary, especially in terms of the range of responsibilities one assumes in this role. While many (e.g., Levinson, 1978) view mentoring in a narrower vocational sense where the mentor serves primarily as role model, counselor, and sponsor, others…
Why Teacher Leadership
Teacher leadership is a natural and necessary outgrowth of the increased demands for excellence being placed on schools. Overcoming the problems plaguing schools requires new and dynamic forms of leadership, which Howey defines as "coalescing others to act when they otherwise might not have." Teachers must assume leader ship positions, argues Howey, that will enable them to model methods of teach ing, coach and mentor colleagues, study critically…
The Current Debate on Teacher Preparation
Howey and Zimpher discuss the major arguments for and against teacher prep aration at the baccalaureate and post- baccalaureate levels. Further, they pro pose the implementation of graduate leadership training for experienced teachers, with selected higher education institutions having responsibility for leadership training rather than for initial preparation. The authors conclude the paper by weighing the arguments and outlining the assumptions …
Teacher education: Then and now
The year is 1963 and early in the infancy of Theory Into Practice an issue is devoted to a problem that is at the very core of teacher education: addressing the complexity of teaching. Jackson (1963), a pioneer in the study of teachers in classrooms, sets the stage for the reader by acknowledging that recent advances in scholarship have altered ways of thinking not only about the qualities of successful teachers but more importantly about effecti…
Six Major Functions of Staff Development: An Expanded Imperative
The characteristics of effective staff development programs and inservice activities are beginning to emerge. Furthermore, the author suggests, six specific purposes for staff development are implicit in the professional literature: (a) pedagogical growth, (b) understand ing and discovery of self, (c) cognitive development, (d) theoretical develop ment, (e) professional development, and (f) career development. Howey argues that though the knowled…
The Report of the National Commission on Excellence in Education: On Avoiding a Preemptive Response
Construct Validity in Assessing Teacher Knowledge: New NTE Interpretations
Reflections on Preservice Preparation: Impressions from the National Survey
A data base for future directions in inservice education
Reflections on Preservice Preparation: Impressions from the National Survey
Preservice Teacher Education: Lost in the Shuffle
A Missing Link In School Renewal: The Program And Staff Development Specialist
Reflections on Preservice Preparation: Impressions from the National Survey
Putting I nservice Teacher Education Into Perspective
Regaining Educational Leadership: Critical Essays on PBTE/CBTE, Behavioral Objectives, and Ac countability. Ralph A. Smith, edi tor. New York: John Wiley and Sons, 1975. 251 p
Preconditions for Education Renewal and Reform
A Study in Contrast: Sources of Pedagogical Content Knowledge for Secondary English
Grossman investigated the influence of subject-specific course- work in the development of pedagogical content knowledge in English through contrasting case studies of six beginning English teachers, only three of whom graduated from teacher education. She describes the differences in the teachers' knowl edge regarding the purposes for teaching secondary English, curricular knowledge, and knowledge of student understand ing
Reflections on Preservice Preparation: Impressions from the National Survey
Preparing teachers for inner city schools
T HE NEED FOR TEACHER QUALITY, the theme of this issue, is perhaps most relevant where it is most lacking-the urban setting. It has been reported, for example, that in schools with the highest minority enrollments, students have less than a 50 percent chance of getting a science or mathematics teacher who is licensed in those areas (National Commission, 1996). Beyond this, data collected over 8 years by the Research About Teacher Education Studie…
Reflections on Preservice Preparation: Impressions from the National Survey
Preservice Teacher Education: Lost in the Shuffle
Research about Teacher Education: Programs of Teacher Preparation
A data base for future directions in inservice education
The Politics of Partnerships for Teacher Education Redesign and School Renewal
Twenty years after the initial warning signal sounded by A Nation at Risk (National Commission on Excellence in Education, 1983), many reform proposals have challenged the manner in which teachers are prepared, retained, and assessed relative to their impact on student academic success. These initiatives include the compilation of standards for what students and teachers should know and be able to do and the effort to recognize veteran teachers w…
Mentor-teachers as inquiring professionals
Historically, the term mentor implied someone who was responsible not only for educating a young charge but who acted as counselor, confidant, even parent.1 Over time, conceptions of mentoring have come to vary, especially in terms of the range of responsibilities one assumes in this role. While many (e.g., Levinson, 1978) view mentoring in a narrower vocational sense where the mentor serves primarily as role model, counselor, and sponsor, others…
Why Teacher Leadership
Teacher leadership is a natural and necessary outgrowth of the increased demands for excellence being placed on schools. Overcoming the problems plaguing schools requires new and dynamic forms of leadership, which Howey defines as "coalescing others to act when they otherwise might not have." Teachers must assume leader ship positions, argues Howey, that will enable them to model methods of teach ing, coach and mentor colleagues, study critically…
Six Major Functions of Staff Development: An Expanded Imperative
The characteristics of effective staff development programs and inservice activities are beginning to emerge. Furthermore, the author suggests, six specific purposes for staff development are implicit in the professional literature: (a) pedagogical growth, (b) understand ing and discovery of self, (c) cognitive development, (d) theoretical develop ment, (e) professional development, and (f) career development. Howey argues that though the knowled…
The Report of the National Commission on Excellence in Education: On Avoiding a Preemptive Response
The Current Debate on Teacher Preparation
Howey and Zimpher discuss the major arguments for and against teacher prep aration at the baccalaureate and post- baccalaureate levels. Further, they pro pose the implementation of graduate leadership training for experienced teachers, with selected higher education institutions having responsibility for leadership training rather than for initial preparation. The authors conclude the paper by weighing the arguments and outlining the assumptions …
Reflections on Preservice Preparation: Impressions from the National Survey
Reflections of the JTE Research Editor (1984-1989): Changes in Teacher Education: Needed Leadership and New Networks
Howey served as research editor for the JTE from 1984-1989. In this article he reflects on many of the ideas and perspectives that surfaced in research manuscripts and concept pieces published in the JTE during that time. Howey focuses attention on two circumstances: the increasing preoccupa tion with a knowledge base for teacher preparation and the effects of a major consortium concerned with teacher preparation, the Holmes Group
Putting I nservice Teacher Education Into Perspective
Comprehensive Renewal in the Public Schools: The Context and Potential of Teacher Centers
Regaining Educational Leadership: Critical Essays on PBTE/CBTE, Behavioral Objectives, and Ac countability. Ralph A. Smith, edi tor. New York: John Wiley and Sons, 1975. 251 p
Preconditions for Education Renewal and Reform
Putting I nservice Teacher Education Into Perspective
Preservice Teacher Education: Lost in the Shuffle
A Missing Link In School Renewal: The Program And Staff Development Specialist
Reflections on Preservice Preparation: Impressions from the National Survey
Reflections on Preservice Preparation: Impressions from the National Survey
A data base for future directions in inservice education
Reflections on Preservice Preparation: Impressions from the National Survey
Construct Validity in Assessing Teacher Knowledge: New NTE Interpretations
The Report of the National Commission on Excellence in Education: On Avoiding a Preemptive Response
Six Major Functions of Staff Development: An Expanded Imperative
The characteristics of effective staff development programs and inservice activities are beginning to emerge. Furthermore, the author suggests, six specific purposes for staff development are implicit in the professional literature: (a) pedagogical growth, (b) understand ing and discovery of self, (c) cognitive development, (d) theoretical develop ment, (e) professional development, and (f) career development. Howey argues that though the knowled…
The Current Debate on Teacher Preparation
Howey and Zimpher discuss the major arguments for and against teacher prep aration at the baccalaureate and post- baccalaureate levels. Further, they pro pose the implementation of graduate leadership training for experienced teachers, with selected higher education institutions having responsibility for leadership training rather than for initial preparation. The authors conclude the paper by weighing the arguments and outlining the assumptions …
Teacher education: Then and now
The year is 1963 and early in the infancy of Theory Into Practice an issue is devoted to a problem that is at the very core of teacher education: addressing the complexity of teaching. Jackson (1963), a pioneer in the study of teachers in classrooms, sets the stage for the reader by acknowledging that recent advances in scholarship have altered ways of thinking not only about the qualities of successful teachers but more importantly about effecti…
Mentor-teachers as inquiring professionals
Historically, the term mentor implied someone who was responsible not only for educating a young charge but who acted as counselor, confidant, even parent.1 Over time, conceptions of mentoring have come to vary, especially in terms of the range of responsibilities one assumes in this role. While many (e.g., Levinson, 1978) view mentoring in a narrower vocational sense where the mentor serves primarily as role model, counselor, and sponsor, others…
Why Teacher Leadership
Teacher leadership is a natural and necessary outgrowth of the increased demands for excellence being placed on schools. Overcoming the problems plaguing schools requires new and dynamic forms of leadership, which Howey defines as "coalescing others to act when they otherwise might not have." Teachers must assume leader ship positions, argues Howey, that will enable them to model methods of teach ing, coach and mentor colleagues, study critically…
Research about Teacher Education: Programs of Teacher Preparation
A Study in Contrast: Sources of Pedagogical Content Knowledge for Secondary English
Grossman investigated the influence of subject-specific course- work in the development of pedagogical content knowledge in English through contrasting case studies of six beginning English teachers, only three of whom graduated from teacher education. She describes the differences in the teachers' knowl edge regarding the purposes for teaching secondary English, curricular knowledge, and knowledge of student understand ing
Reflections of the JTE Research Editor (1984-1989): Changes in Teacher Education: Needed Leadership and New Networks
Howey served as research editor for the JTE from 1984-1989. In this article he reflects on many of the ideas and perspectives that surfaced in research manuscripts and concept pieces published in the JTE during that time. Howey focuses attention on two circumstances: the increasing preoccupa tion with a knowledge base for teacher preparation and the effects of a major consortium concerned with teacher preparation, the Holmes Group
This issue: Reforming Education/The Holmes Agenda
Altered roles and expanded responsibilities for teachers
Professional Development Schools: Looking Ahead
Professional Development Schools: Looking Ahead
I have been asked to speculate on the future of Professional Development Schools (PDSs). It could be that the opportunity to participate in and observe numerous PDSs as director of a reform network qualifies me for such a task. Nonetheless, despite these privileged opportunities and a relatively extended career in teacher education and concomitant school reform, I am not at all confident about what the future holds for these evolving partnership …
Preparing teachers for inner city schools
T HE NEED FOR TEACHER QUALITY, the theme of this issue, is perhaps most relevant where it is most lacking-the urban setting. It has been reported, for example, that in schools with the highest minority enrollments, students have less than a 50 percent chance of getting a science or mathematics teacher who is licensed in those areas (National Commission, 1996). Beyond this, data collected over 8 years by the Research About Teacher Education Studie…
Psychology (26 works) · Pedagogy (25 works) · Mathematics education (23 works) · Sociology (20 works) · Political science (15 works) · Teacher Education and Leadership Studies (15 works) · Teacher education (12 works) · Teacher Preparation (7 works) · Computer Science (6 works) · Higher education (5 works)