Teacher preparation has emerged as an acutely politicized and publicized issue in U.S. education policy and practice, and there have been fierce debates about the methods and reasoning behind it. Because of the importance of teachers and teacher education, policy should be driven by the best evidence based on high-quality research.
In Holding Teacher Preparation Accountable: A Review of Claims and Evidence, four major national initiatives intended to improve teacher quality by “holding teacher education accountable” for arrangements and outcomes are explored. This policy brief scrutinizes each initiative in light of the research evidence.
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Cochran-Smith, M., Stern, R., Sanchez, J. G., Miller, A. F., Stringer Keefe, E., Fernandez, M. B., Chang, W., Cummings Carney, M., Burton, S., & Baker, M. (2016). Holding Teacher Preparation Accountable: A Review of Claims and Evidence. Boulder, CO: National Education Policy Center. Retrieved [date] from https://scholar.colorado.edu/nepc/77
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