| Title: |
Arizona State University: Documentation of the Teachers for a New Era Learning Network. Case Study |
| Language: |
English |
| Authors: |
Academy for Educational Development |
| Source: |
Academy for Educational Development. 2009. |
| Availability: |
Academy for Educational Development. 1825 Connecticut Avenue NW, Washington, DC 20009-5721. Tel: 202-884-8000; Fax: 202-884-8400; Web site: http://www.aed.org |
| Peer Reviewed: |
N |
| Page Count: |
14 |
| Publication Date: |
2009 |
| Document Type: |
Reports - Evaluative |
| Education Level: |
Elementary Secondary Education; Higher Education; Postsecondary Education |
| Descriptors: |
Evidence; Organizational Change; Preservice Teacher Education; Colleges; Educational Change; Interviews; Student Evaluation; Educational Innovation; Teaching (Occupation) |
| Geographic Terms: |
Arizona |
| Abstract: |
The Academy for Educational Development (AED) sent a research team to Arizona State University (ASU) on October 20-21, 2008 to conduct interviews with individuals who play important roles in the university's teacher preparation program. These interviews, along with additional documentation provided by ASU and identified by the AED research team, provide the basis for this case study. The Teachers for A New Era (TNE) Learning Network was established in 2005 with a grant from the Annenberg Foundation and additional support from Carnegie Corporation of New York (CCNY). Its purpose is to broaden and deepen the profession's understanding of how the Teachers for a New Era design principles could contribute to the reform of teacher education, and to encourage the institutions of higher education that belong to the Learning Network to reach out to others with similar interests. Like Teachers for a New Era (TNE), launched in 2001 by CCNY, with additional support from the Ford and Annenberg Foundations, the Learning Network promotes the TNE design principles: (a) grounding teacher education on sound evidence, including measurement of pupil learning; (b) engaging the arts and sciences disciplines; and (c) understanding teaching as an academically taught clinical practice profession. Thirty colleges and universities, selected through a competitive invitational process, belong to the TNE Learning Network. This case study is one of nine prepared by AED to document evidence of "institutional change in teacher preparation" at nine of the 30 universities that took part in the TNE Learning Network. AED selected the nine universities based upon a variety of factors, including their degree of engagement in the Learning Network, and their willingness to specify a program objective and indicator (s) of change that reflected important work underway and would serve as the focus of this case study. Appended are: (1) Interviewees; and (2) Learning Network--Measuring Progress. (Contains 5 footnotes.) |
| Abstractor: |
ERIC |
| Entry Date: |
2012 |
| Accession Number: |
ED536781 |
| Database: |
ERIC |