Donna L. Wiseman

The Reflectivity-Activity Dilemma in School-University Partnerships

Universities and schools differ in their orientations toward the role of reflectivity and activity in collaborative restructuring efforts. The authors describe and compare three models of school university partnerships in relation to factors that may affect the balance of reflectivity and activity needed for successful collaboration. They suggest that comparison, analysis, and evaluation of such models may provide guidelines for resolving the reflectivity-activity dilemma.

Professional Development for Teachers of Diverse Students: A Summary of the Research.

This article summarizes findings from a research review of professional development for teachers of students from traditionally underrepresented populations, including those from diverse cultural, linguistic, and socioeconomic backgrounds. Questions addressed in this review include: (a) What constitutes professional development for teachers of diverse students? (b) How does professional development for teachers of diverse students impact teacher outcomes? and (c) How does professional development for teachers of diverse students impact student outcomes? Manual and database searches of studies conducted in the United States from 1986 to 2003 and published in peer-reviewed journals yielded 56 qualitative and quantitative studies after synthesis criteria were applied. Of these, 18 met the criteria for rigorous research. In general, findings suggest that little evidence exists for determining the effectiveness of various professional development approaches.

Teacher education in the United States of America, 2011

Teacher education in the USA is faced with an uncertain future. Unprecedented efforts on the part of government, philanthropic foundations, social entrepreneurs, professional societies and others are reshaping the enterprise. Warring camps have emerged to promote decidedly different visions for teacher education, with university-based teacher education challenged for its cost, focus, effectiveness, structure and format, and ideological orientation. Teacher education has become a topic for national debate and the array of alternative models and structures and those who represent them make it difficult to predict a likely outcome. Research remains inconclusive regarding directions to be pursued and the appeals to expertise and professionalism are largely ignored by policy makers and others. Traditional coalitions of supporters have fractured and there is a decided absence of political and professional support for traditional teacher education. The authors identify half a dozen challenges that confront the schooling of children and youth and appeal for teacher educators to lead efforts to address each of these needs.

What Is High Quality Teacher Education

US teacher education is experiencing unprecedented governmental intrusion at both the state and federal levels into every facet of teacher preparation. Initiatives by both the Bush and Obama administrations have intensified the accountability expectations for all providers. There are competing narratives regarding what constitutes high quality teacher preparation with so-called “reformers” competing with “traditionalists” to influence public policy. While no one is sure of the outcome, enrolments in teacher education courses and programs are plummeting at the same time that elementary and secondary teacher job satisfaction is rising. An unintended but pervasive teacher shortage may be the consequence of such actions.