What's in a Teacher Test? Assessing the Relationship between Teacher Licensure Test Scores and Student STEM Achievement and Course-Taking. Working Paper 158

ERIC Educational Resources Information Center

Goldhaber, Dan; Gratz, Trevor; Theobald, Roddy

2016-01-01

We investigate the relationship between teacher licensure test scores and student test achievement and high school course-taking. We focus on three subject/grade combinations--middle school math, ninth-grade algebra and geometry, and ninth-grade biology--and find evidence that a teacher's basic skills test scores are modestly predictive of student…

The 150-Hour Requirement for CPA Licensure: One Institution's Response

ERIC Educational Resources Information Center

Larkin, Joseph M.

2014-01-01

Virtually all states now require candidates for the Certified Public Accountant (CPA) examination and subsequent licensure to have completed 150 semester hours of college education. The rationale behind this requirement is to improve the preparation of students entering the profession and to increase their chances of successful completion of the…

An Analysis of State Music Education Certification and Licensure Practices in the United States

ERIC Educational Resources Information Center

May, Brittany Nixon; Willie, Karen; Worthen, Cherilyn; Pehrson, Allyssa

2017-01-01

Teacher certification and licensure practices for music educators vary by state. Enhancing music teacher educator knowledge of state music education certification and licensure practices can inform music teacher preparation and improve future music teacher quality. The purpose of this study was to compile relevant information for music educators…

Principal Licensure Exams and Future Job Performance: Evidence from the School Leaders Licensure Assessment

ERIC Educational Resources Information Center

Grissom, Jason A.; Mitani, Hajime; Blissett, Richard S. L.

2017-01-01

Many states require prospective principals to pass a licensure exam to obtain an administrative license, but we know little about the potential effects of principal licensure exams on the pool of available principals or whether scores predict later job performance. We investigate the most commonly used exam, the School Leaders Licensure Assessment…

Issues in Psychology Licensure: Requirements, Applicant Rights, Future Trends, and Epilogue.

ERIC Educational Resources Information Center

Tentoni, Stuart C.

This paper provides an analysis of the effects of licensure for psychologists. Common requirements are reviewed. Meeting the requirements may require attention to the laws of the state in which practice is intended before finishing the doctorate. Making a graduate education dossier is recommended and an example is appended. The "Examination…

Teacher Perceptions of Professional Development Required by the Wisconsin Quality Educator Initiative, PI 34

ERIC Educational Resources Information Center

Sixel, Deborah Marie

2013-01-01

Existing research has shown an association between teachers' professional growth and student success. However, there is a lack of information on the mandated professional development linked to Wisconsin teacher licensure requirements. The purpose of this study was to examine the phenomenon of self-directed professional development and its impact…

Trend of De La Salle Lipa Education Graduates' Performance in the Licensure Examination for Teachers

ERIC Educational Resources Information Center

Kalaw, Maria Theresa B.

2017-01-01

This study aimed to examine the trend of performance of De La Salle Lipa (DLSL) education graduates in the Licensure Examination for Teachers (LET). Quantitative trend analysis employed on the data collected from records officially released by the Professional Regulation Commission (PRC) for the years 2011 to 2015 revealed that the performance of…

What's in a Teacher Test? Assessing the Relationship between Teacher Licensure Test Scores and Student STEM Achievement and Course-Taking. CEDR Working Paper. WP #2016-11

ERIC Educational Resources Information Center

Goldhaber, Dan; Gratz, Trevor; Theobald, Roddy

2016-01-01

We investigate the relationship between teacher licensure test scores and student test achievement and high school course-taking. We focus on three subject/grade combinations-- middle school math, ninth-grade algebra and geometry, and ninth-grade biology--and find evidence that a teacher's basic skills test scores are modestly predictive of…

Integration and Validation in Hybrid-Online Teacher Preparation: A Case Study of Persistence in a Native American Special Education Licensure Program

ERIC Educational Resources Information Center

Patterson, Donna Rose

2013-01-01

This study explored persistence through the experience of professional studies students in a special education licensure program. The context of the study was a graduate level teacher preparation program delivered in a hybrid format of face-to-face and online learning environments. The goal of the program was to prepare teachers from a Native…

Motivating Factors of Nontraditional Post-Baccalaureate Students Pursuing Initial Teacher Licensure

ERIC Educational Resources Information Center

Bunn, Gary; Wake, Donna

2015-01-01

This study examines the motivating factors that prompted post-baccalaureate students to change careers and to pursue an initial teaching license. Researchers collected survey data from 346 nontraditional teaching candidates who were part of either an initial licensure master's degree program or a statewide nontraditional licensure program.…

Roadmap for Educator Licensure Policy Addressing Data Literacy: Key Focus Areas to Ensure Quality. Data for Action

ERIC Educational Resources Information Center

Data Quality Campaign, 2014

2014-01-01

State licensure polices are meant to provide teacher preparation programs with direction about the skills teachers need to be qualified to teach, including skills to use data. This roadmap discusses the 10 key data use skills that states can include in a licensure policy with a quality focus on effective data use.

A Study of Experience Credit for Professional Engineering Licensure

DOE Office of Scientific and Technical Information (OSTI.GOV)

Martin, M.A.

2003-08-11

Oak Ridge National Laboratory performed a study of experience credit for professional engineering licensure for the Department of Energy's Industrial Assessment Center (IAC) Program. One of the study's goals was to determine how state licensure boards grant experience credit for engineering licensure, particularly in regards to IAC experience and experience prior to graduation. Another goal involved passing IAC information to state licensure boards to allow the boards to become familiar with the program and determine if they would grant credit to IAC graduates. The National Council of Examiners for Engineers and Surveyors (NCEES) has adopted a document, the ''Model Law''.more » This document empowers states to create state engineering boards and oversee engineering licensure. The board can also interpret and adopt rules and regulations. The Model Law also gives a general ''process'' for engineering licensure, the ''Model Law Engineer''. The Model Law Engineer requires that an applicant for professional licensure, or professional engineering (PE) licensure, obtain a combination of formal education and professional experience and successfully complete the fundamentals of engineering (FE) and PE exams. The Model Law states that a PE applicant must obtain four years of ''acceptable'' engineering experience after graduation to be allowed to sit for the PE exam. Although the Model Law defines ''acceptable experience,'' it is somewhat open to interpretation, and state boards decide whether applicants have accumulated the necessary amount of experience. The Model Law also allows applicants one year of credit for postgraduate degrees as well as experience credit for teaching courses in engineering. The Model Law grants states the power to adopt and amend the bylaws and rules of the Model Law licensure process. It allows state boards the freedom to modify the experience requirements for professional licensure. This power has created variety in experience requirements, and

Advocating for Educational Standards in Counselor Licensure Laws

ERIC Educational Resources Information Center

Lawson, Gerard; Trepal, Heather C.; Lee, Robin W.; Kress, Victoria

2017-01-01

As the counseling profession evolves, educational standards for counselor licensure must be standardized from state to state. In this article, the authors discuss historical and current influences and present an advocacy model that has been used to standardize educational requirements in state counselor licensure laws.

The Association between Elementary Teacher Licensure Test Scores and Student Growth in Mathematics: An Analysis of Massachusetts MTEL and MCAS Tests

ERIC Educational Resources Information Center

LeGeros, Life

2013-01-01

This quasi-experimental value-added study provided evidence for the predictive validity of the Massachusetts MTEL General Curriculum Mathematics Subtest by finding an association between the licensure test results of 130 teachers and the growth of their 2640 grade 4 and 5 students. The study took advantage of a natural experiment that arose due to…

The Cost-Effectiveness of Raising Teacher Quality

ERIC Educational Resources Information Center

Yeh, Stuart S.

2009-01-01

Econometric studies suggest that student achievement may be improved if high-performing teachers are substituted for low-performing teachers. Drawing upon a recent study linking teacher performance on licensure exams with gains in student achievement, an analysis was conducted to determine the cost-effectiveness of requiring teacher applicants to…

24 CFR 242.8 - Standards for licensure and methods of operation.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Standards for licensure and methods of operation. The Secretary shall require satisfactory evidence that the... of licensure and methods of operation for hospitals, and satisfactory assurance that such standards...

Specialized Preparation for Middle Level Teachers: A National Review of Teacher Preparation Programs

ERIC Educational Resources Information Center

Howell, Penny B.; Faulkner, Shawn A.; Cook, Chris M.; Miller, Nicole C.; Thompson, Nicole L.

2016-01-01

Since William Alexander's (1963, 1995) call for attention to the need for specialized middle level teacher preparation in 1963, 45 states have created requirements for middle level certification, licensure, or endorsement (Association for Middle Level Education [AMLE], 2014) which have led to institutions of teacher preparation creating routes…

Evaluating the Validity of Portfolio Assessments for Licensure Decisions

ERIC Educational Resources Information Center

Wilson, Mark; Hallam, P. J.; Pecheone, Raymond; Moss, Pamela A.

2014-01-01

This study examines one part of a validity argument for portfolio assessments of teaching practice used as an indicator of teaching quality to inform a licensure decision. We investigate the relationship among portfolio assessment scores, a test of teacher knowledge (ETS's Praxis I and II), and changes in student achievement (on…

42 CFR 422.372 - Basis for waiver of State licensure.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SERVICES (CONTINUED) MEDICARE PROGRAM MEDICARE ADVANTAGE PROGRAM Provider-Sponsored Organizations § 422.372... authority to conduct business as an MA plan. (b) Basis for waiver of State licensure. Any of the following... engaged in a substantially similar business; or (ii) Required, as a condition of licensure that the...

Teacher Identity and Self-efficacy Development in an Alternative Licensure Program for Middle and High School Math and Science Teachers

NASA Astrophysics Data System (ADS)

West, Robert J.

This mixed-method case study focused on the phenomenon of the transition from student to teacher. The educational system in the United States is constantly shifting to provide the correct number of teachers for our nations' schools. There is no simple formula for this process and occasionally an area of need arises that is not being met. Recently, the demand for science and math teachers in the K-12 system has outpaced the supply of new teachers (Business-Higher Education Forum, 2011). To complicate the problem further, teachers are leaving the field in record numbers both through retirement and attrition (National Commission on Teaching and America's Future, 2007). Particularly hard hit are poor rural schools with low-performing students, such as the schools of Appalachia (Barley, 2009; Goodpaster, Adedokun, & Weaver, 2012). Out of this need, alternative licensure programs for teachers have developed. The alternative teacher-training program studied in this research is the Woodrow Wilson Teaching Fellowship (WWTF) website, "The Woodrow Wilson Ohio Teaching Fellowship seeks to attract talented, committed individuals with backgrounds in the STEM fields---science, technology, engineering, and mathematics---into teaching in high-need Ohio secondary schools" (para. 2) . The researcher was interested in the formation of teacher identity and self-efficacy as these constructs have been shown to manifest in highly effective teachers that are likely to remain in the field of teaching (Beaucamp & Thomas 2009; Klassen, Tze, Betts, & Gordon, 2010). The research method included in-depth interviews, mixed with pretest/posttest administrations of the Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy 2001) given during the teacher-training period and again following the first year of professional teaching. Results from both the TSES and the interviews indicate that the participants had a successful transition into teaching. They both felt and demonstrated that

Recruiting and Retaining Native Americans in Teacher Education.

ERIC Educational Resources Information Center

Shonerd, Henry

This paper identifies problems in Native American teacher training and suggests solutions to improve the training. In New Mexico, ideal candidates for teacher licensure are a group of Native American teacher assistants who work with Native American students. Most lack the general education requirements for a bachelor's degree and must take…

Birth-Kindergarten Licensure Graduates' Perceptions of Their Current Practices and Pre-Service Preparation Relative to Individualization Strategies for Young Children

ERIC Educational Resources Information Center

Gillis, Margaret C.

2011-01-01

The purpose of this study was to examine the current practices and pre-service preparation of recent graduates of North Carolina Birth-Kindergarten (B-K) teacher licensure programs related to individualizing curriculum and instruction for children. Participants were 142 individuals who graduated from B-K licensure programs in four-year…

The Magic of Psychology in Teacher Education

ERIC Educational Resources Information Center

Fendler, Lynn

2012-01-01

Educational psychology is a curricular requirement for most teacher preparation programs in the world. Knowledge of educational psychology is assessed on examinations for teacher licensure in most jurisdictions, and understanding of psychology is assumed to be indispensible for effective teaching at all levels. Traditional university-based…

An Examination of the Qatari Licensure System: Giving Voice to Educators at Government-Funded Schools

ERIC Educational Resources Information Center

Abu-Tineh, Abdullah; Sadiq, Hissa; Al-Mutawah, Fatma; Chaaban, Youmen

2017-01-01

The issue of developing a comprehensive licensure system aligned with professional standards for teachers and school leaders has received considerable attention in recent years. As part of the Qatari educational reform in recent years, teachers and school leaders are held accountable to offer quality education for all students. The current study…

The Licensure of Mental Health Counselors.

ERIC Educational Resources Information Center

Hendrikson, Leslie

With the growing number of counselors working outside of school settings, licensure of mental health counselors has become an important issue. A main problem facing counselors is the lack of a clear identity. Licensure would lead to increased professionalism and identification. Licensure is authorized by the state legislature, regulating the…

Novel licensure pathways for expeditious introduction of new tuberculosis vaccines: a discussion of the adaptive licensure concept.

PubMed

Rustomjee, Roxana; Lockhart, Stephen; Shea, Jacqueline; Fourie, P Bernard; Hindle, Zoë; Steel, Gavin; Hussey, Gregory; Ginsberg, Ann; Brennan, Michael J

2014-03-01

The ultimate goal of vaccine development is licensure of a safe and efficacious product that has a well-defined manufacturing process resulting in a high quality product. In general, clinical development and regulatory approval occurs in a linear, sequential manner: Phase 1 - safety, immunogenicity; Phase 2 - immunogenicity, safety, dose ranging and preliminary efficacy; Phase 3 - definitive efficacy, safety, lot consistency; and, following regulatory approval, Phase 4 - post-marketing safety and effectiveness. For candidate TB vaccines, where correlates of protection are not yet identified, phase 2 and 3 efficacy of disease prevention trials are, by necessity, very large. Each trial would span 2-5 years, with full licensure expected only after 1 or even 2 decades of development. Given the urgent unmet need for a new TB vaccine, a satellite discussion was held at the International African Vaccinology Conference in Cape Town, South Africa in November 2012, to explore the possibility of expediting licensure by use of an "adaptive licensure" process, based on a risk/benefit assessment that is specific to regional needs informed by epidemiology. This may be appropriate for diseases such as TB, where high rates of morbidity, mortality, particularly in high disease burden countries, impose an urgent need for disease prevention. The discussion focused on two contexts: licensure within the South African regulatory environment - a high burden country where TB vaccine efficacy trials are on-going, and licensure by the United States FDA --a well-resourced regulatory agency where approval could facilitate global licensure of a novel TB vaccine. Copyright © 2013. Published by Elsevier Ltd.

Self Evaluation and Peer Observation of Early Career Teachers in a Standards-Based Context: Preliminary Results.

ERIC Educational Resources Information Center

Hansen, Joe B.; Schalock, Mark D.; McConney, Andrew; Rudd, Andy

This study examined the relationships between teachers' self-assessment and their ratings by master teachers on key dimensions of proficiency as defined by Oregon's Continuing Teaching Licensure (CTL) requirements, and it explored differences between teacher behaviors and practices as a function of their teacher preparation programs. It also…

The costs and effectiveness of large Phase III pre-licensure vaccine clinical trials.

PubMed

Black, Steven

2015-01-01

Prior to the 1980s, most vaccines were licensed based upon safety and effectiveness studies in several hundred individuals. Beginning with the evaluation of Haemophilus influenzae type b conjugate vaccines, much larger pre-licensure trials became common. The pre-licensure trial for Haemophilus influenzae oligosaccharide conjugate vaccine had more than 60,000 children and that of the seven-valent pneumococcal conjugate vaccine included almost 38,000 children. Although trial sizes for both of these studies were driven by the sample size required to demonstrate efficacy, the sample size requirements for safety evaluations of other vaccines have subsequently increased. With the demonstration of an increased risk of intussusception following the Rotashield brand rotavirus vaccine, this trend has continued. However, routinely requiring safety studies of 20,000-50,000 or more participants has two major downsides. First, the cost of performing large safety trials routinely prior to licensure of a vaccine is very large, with some estimates as high at US$200 million euros for one vaccine. This high financial cost engenders an opportunity cost whereby the number of vaccines that a company is willing or able to develop to meet public health needs becomes limited by this financial barrier. The second downside is that in the pre-licensure setting, such studies are very time consuming and delay the availability of a beneficial vaccine substantially. One might argue that in some situations, this financial commitment is warranted such as for evaluations of the risk of intussusception following newer rotavirus vaccines. However, it must be noted that while an increased risk of intussusception was not identified in large pre-licensure studies, in post marketing evaluations an increased risk of this outcome has been identified. Thus, even the extensive pre-licensure evaluations conducted did not identify an associated risk. The limitations of large Phase III trials have also been

The Examination of Physical Education Teachers' Perceptions of Their Teacher Training to Include Students with Disabilities in General Physical Education

ERIC Educational Resources Information Center

Townsend, Amy

2017-01-01

Despite legislative mandates, only 32% of states require specific licensure in adapted physical education (APE); consequently, general physical educators are challenged with including students with disabilities into regular classrooms. Although physical education teachers are considered qualified personnel to teach students with disabilities in…

Redesigning a Special Education Teacher-Preparation Program: The Rationale, Process, and Outcomes

ERIC Educational Resources Information Center

Fuchs, Wendy W.; Fahsl, Allison J.; James, Susanne M.

2014-01-01

Teacher-preparation programs across the nation are faced with multiple mandates that aim to increase rigor and effectiveness of future educators. In the state of Illinois, all teacher-preparation programs must revise and redesign their coursework to align with the new professional teaching standards and licensure requirements. This article will…

Alignment of Content and Pedagogy in an Earth Systems Course for Pre-Service Middle School Teachers

NASA Astrophysics Data System (ADS)

Cole, T.; Teed, R.; Slattery, W.

2006-12-01

In 2003 the Ohio Department of Education developed the Ohio K-12 Science Content Standards. These new science standards substantially tracked the goals and objectives of The National Research Council's National Science Education Standards. The Ohio K-12 Science Content Standards followed the National Standards in the content areas of Physical Science, Life Science and Earth and Space Science. At the same time, the state's K-12 schools were gearing up for a new high school graduation requirement, the successful passing of a high-stakes Ohio Graduation Test, given during a student's tenth grade year. Earth and Space science questions make up approximately one third of the science test items. To make it more likely that teachers have the requisite science content knowledge Ohio has recently changed from certification of K-12 teachers to a more content rich licensure standard. This new licensure requirement splits the older certification designation of K-8 into the elementary and middle school licensure areas. Under the new licensure requirements middle school licensure candidates wishing to earn a science concentration now have to take 15 semester hours of content class work in Science. The Ohio Department of Education has strongly suggested that teacher preparation institutions develop new courses for middle school educators in all four areas of concentration, including science. In response to this call for new courses science education faculty in all science areas worked together to develop a comprehensive suite of courses that would target the science content standards guidelines in the state and national standards. The newly developed Earth and Space science course is titled Earth Systems. The course carries 4.5quarter hours of credit and is intended expressly for pre-service middle school (grades 4- 9) science teachers. The content is structured around three modules of study that are designed to develop interdisciplinary science content within the context of past

Step up to the bar: avoiding discrimination in professional licensure.

PubMed

Appelbaum, Paul S

2015-04-01

In their efforts to protect the public from impaired professionals, licensure boards often have created special rules for applicants with mental disorders. The authorities in charge of admission to the Louisiana bar required extensive disclosure of mental health status, even if an applicant's professional functioning was not impaired. After the U.S. Department of Justice found that Louisiana's practices violated applicants' rights under the Americans with Disabilities Act, the state agreed to focus on applicants' functional impairment rather than on mental disorders. This settlement may provide a model for licensure boards in other states and for other professions, including the health professions.

Reading Preparation of Secondary ELA Teachers: A U.S. Survey of State Licensure Requirements

ERIC Educational Resources Information Center

Lovette, Gail E.

2013-01-01

Secondary teacher preparation in reading in the U.S. has received minimal attention from the research community despite the almost universal implementation of the Common Core State Standards. In response, numerous publications have demanded that secondary teachers be fully prepared to support the needs of struggling readers, especially ELA…

Portfolios for determining initial licensure competency.

PubMed

Chambers, David W

2004-02-01

Because attempts to improve initial licensure examinations have not been grounded in measurement theory, partial and inadequate remedies have led to a cycle of refutations, defenses and political polarization. The author reviewed the psychometric literature, focusing on high-stakes professional decisions. Editorials in the dental literature and position papers of involved organizations often use words from this literature without incorporating its fundamental concepts. The reliability of one-shot initial licensure examinations is estimated to be approximately r = .40, which is a value well under the standard for such tests in other professions. Validity has not been investigated rigorously, but the one-shot format and proposals to remove live patients certainly would reduce validity. The use of portfolios--a small number of evaluations in several realistic task domains--is a viable means of achieving psychometric standards for initial licensure decisions. Boards are charged with making valid and reliable licensure decisions, not with conducting examinations. At a minimum, they must define the competencies of beginning practitioners and establish the psychometric criteria for their decisions (neither of which are done currently). Gathering data then can be delegated to whoever is best qualified to meet these standards.

Novice Teacher Leadership: Determining the Impact of a Leadership Licensure Requirement after One Year of Teaching

ERIC Educational Resources Information Center

Scales, Roya Q.; Rogers, Carrie

2017-01-01

This study of teacher leadership in first-year teachers included the following data sources: survey, follow-up telephone interviews, and teacher leader essays. Fifteen novice teachers responded to the survey, while three participated in follow-up interviews. Results suggest ideas of teacher leadership change from pre-service years to the end of…

Model Act for State Licensure of Psychologists

ERIC Educational Resources Information Center

American Psychologist, 2011

2011-01-01

As APA policy, the Model Act for State Licensure of Psychologists serves as a prototype for drafting state legislation regulating the practice of psychology. State legislatures are encouraged to use the language of this document and the policies that it espouses as the model for their own state licensure laws. Inevitably each state law will…

University Approaches to Software Copyright and Licensure Policies.

ERIC Educational Resources Information Center

Hawkins, Brian L.

Issues of copyright policy and software licensure at Drexel University that were developed during the introduction of a new microcomputing program are discussed. Channels for software distribution include: individual purchase of externally-produced software, distribution of internally-developed software, institutional licensure, and "read…

The State of Social Studies Teacher Preparation: An Analysis of Program Requirements in the United States

ERIC Educational Resources Information Center

Bittman, Bonnie; Russell, William B., III; Kenna, Joshua; Beckles, Lloyd; Zandt, Carolyn V

2017-01-01

What is the current state of social studies Teacher Preparation Programs (TPPs) for licensure across the United States? The purpose of this research study is to fill the gap in the academic research, providing an overview of social studies TPPs across the United States. In order to best answer that question the researchers examined the required…

Parental Influence on Driver Licensure in Adolescence: A Randomized Controlled Trial

PubMed Central

Mirman, Jessica H.; Curry, Allison E.; Winston, Flaura K.; Fisher Thiel, Megan C.; Pfeiffer, Melissa R.; Rogers, Rachel; Elliott, Michael R.; Durbin, Dennis R.

2017-01-01

Objective Newly licensed adolescent drivers have skill deficits that increase risk for motor vehicle crashes. Development of programs targeted to prelicensed adolescents has been hindered by concerns about encouraging overconfidence and early licensure. The study had 2 primary objectives: (a) determine whether an Internet-based intervention designed to improve parent-supervised practice (TeenDrivingPlan [TDP]) influenced adolescents’ time to licensure and parents’ perceptions of adolescents’ driving skill, expertise, and safety and (b) evaluate the association of these perceptions and practice diversity (number of different environments where practiced occurred) with time to licensure. Method A randomized controlled trial was used to compare TDP with a control condition. Participants (N = 295 parent–adolescent dyads) completed periodic surveys over 24 weeks and were subsequently followed for up to a year to determine adolescents’ licensure status. Results TDP did not influence time to licensure and did not affect parents’ perceptions of skill, expertise, and safety. Practice diversity was associated with faster licensure. A more favorable perception of adolescents’ skill in comparison to peers was associated with faster licensure. Conclusions Targeting parents’ beliefs about adolescents’ safety in relation to other road users may not be conducive to altering licensing trajectories, whereas sensitizing parents to their adolescents’ emerging skills might be more effective in promoting safe entry into licensure. PMID:27936811

2011 State Teacher Policy Yearbook. Wisconsin

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The "2011 State…

2011 State Teacher Policy Yearbook. Washington

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The "2011 State…

2011 State Teacher Policy Yearbook. Maryland

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The "2011 State…

2011 State Teacher Policy Yearbook. Idaho

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The "2011 State…

An Economic Analysis of Occupational Licensure. Final Report.

ERIC Educational Resources Information Center

Rayack, Elton

To examine the hypothesis that occupational licensure is primarily a restrictive device to protect those licensed from competition, analysis focused on the licensure of non-professional occupations in Rhode Island, Massachusetts, and Connecticut, covering 36 licenses issued by the three states for 12 occupations (e.g. electricians, barbers,…

2011 State Teacher Policy Yearbook. Hawaii

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher…

2011 State Teacher Policy Yearbook. Illinois

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher…

2011 State Teacher Policy Yearbook. Massachusetts

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher…

2011 State Teacher Policy Yearbook. Iowa

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher…

2011 State Teacher Policy Yearbook. Kansas

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher…

2011 State Teacher Policy Yearbook. Minnesota

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher…

2011 State Teacher Policy Yearbook. Nebraska

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher…

2011 State Teacher Policy Yearbook. Indiana

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher…

Parent and teen agreement on driving expectations prior to teen licensure.

PubMed

Hamann, Cara J; Ramirez, Marizen; Yang, Jingzhen; Chande, Vidya; Peek-Asa, Corinne

2014-01-01

To examine pre-licensure agreement on driving expectations and predictors of teen driving expectations among parent-teen dyads. Cross-sectional survey of 163 parent-teen dyads. Descriptive statistics, weighted Kappa coefficients, and linear regression were used to examine expectations about post-licensure teen driving. Teens reported high pre-licensure unsupervised driving (N = 79, 48.5%) and regular access to a car (N = 130, 81.8%). Parents and teens had low agreement on teen driving expectations (eg, after dark, κw = 0.23). Each time teens currently drove to/from school, their expectation of driving in risky conditions post-licensure increased (β = 0.21, p = .02). Pre-licensure improvement of parent-teen agreement on driving expectations are needed to have the greatest impact on preventing teens from driving in high risk conditions.

The case against one-shot testing for initial dental licensure.

PubMed

Chambers, David W; Dugoni, Arthur A; Paisley, Ian

2004-03-01

High-stakes testing are expected to meet standards for cost-effectiveness, fairness, transparency, high reliability, and high validity. It is questionable whether initial licensure examinations in dentistry meet such standards. Decades of piecemeal adjustments in the system have resulted in limited improvement. The essential flaw in the system is reliance on a one-shot sample of a small segment of the skills, understanding, and supporting values needed for today's professional practice of dentistry. The "snapshot" approach to testing produces inherently substandard levels of reliability and validity. A three-step alternative is proposed: boards should (1) define the competencies required of beginning practitioners, (2) establish the psychometric standards needed to make defensible judgments about candidates, and (3) base licensure decisions only on portfolios of evidence that test for defined competencies at established levels of quality.

2011 State Teacher Policy Yearbook. North Dakota

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The "2011 State…

2011 State Teacher Policy Yearbook. New York

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The "2011 State…

Tiered Licensure: Connecting Educator Effectiveness Policies. Ask the Team

ERIC Educational Resources Information Center

Paliokas, Kathleen

2013-01-01

Multitiered licensure structures can provide educators incentives to develop and improve their performance as they work toward advanced status. When working in tandem with compensation, career ladders, and ongoing professional learning policies, licensure can be a lever to promote educator development, advancement, and retention. Licensure…

Understanding Family Engagement through the Focus of the National Standards for Family-School Partnerships: Secondary Preservice Teachers' Perspectives

ERIC Educational Resources Information Center

Ferrara, Margaret M.

2017-01-01

Presently, over 40 states in the U.S. have legislation in place to promote professional development in family engagement in school districts. Some of these states also have a mandate in place that preservice teachers are required to take a course in family engagement to obtain teacher licensure. This has spurred an interest in how various…

2011 State Teacher Policy Yearbook. New Hampshire

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher…

2011 State Teacher Policy Yearbook. New Mexico

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2011

2011-01-01

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher…

Counseling Psychology Licensure in Taiwan: Development, Challenges, and Opportunities

ERIC Educational Resources Information Center

Wang, Li-fei; Kwan, Kwong-Liem K.; Huang, Su-Fei

2011-01-01

The development and consequences of licensure for counseling psychologists in Taiwan are presented to promote cross-cultural awareness surrounding issues in the counseling psychology profession. The national licensure statute for counseling psychologists in Taiwan was established by the Taiwanese Legislature in 2001. While the licensing system…

A Framework for Evidence-Based Licensure of Adaptive Autonomous Systems

DTIC Science & Technology

2016-03-01

insights gleaned to DoD. The autonomy community has identified significant challenges associated with test, evaluation verification and validation of...licensure as a test, evaluation, verification , and validation (TEVV) framework that can address these challenges. IDA found that traditional...language requirements to testable (preferably machine testable) specifications • Design of architectures that treat development and verification of

Teachers on the Move: A Look at Teacher Interstate Mobility Policy and Practice

ERIC Educational Resources Information Center

Coggshall, Jane G.; Sexton, Susan K.

2008-01-01

This report--based on an exploratory empirical study of state certification and licensure policies, 10 states' employment databases, a survey of teachers with interstate mobility experience, and focus groups of American Association for Employment in Education members and Troops-to-Teachers state directors--focuses on the certification and…

Acceptance of a U.S. Degree in Pharmacy for Licensure in Several Foreign Countries.

ERIC Educational Resources Information Center

Blake, Martin I.; Louie, Annie

1988-01-01

A study of the acceptability of a U.S. pharmacy degree in meeting academic requirements for licensure in Canada, France, Mexico, the Philippines, Taiwan, the United Kingdom, India, Nigeria, Egypt, and Austria suggests that citizenship, reciprocal recognition, and retraining requirements and program divergences will reduce transferability of…

Considerations of Administrative Licensure, Provider Type, and Leadership Quality: Recommendations for Research, Policy, and Practice

ERIC Educational Resources Information Center

Hackmann, Donald G.

2016-01-01

This article reviews U.S. administrative licensure regulations, focusing on type of school leader licensure, provider types, and leadership quality. Licensure obtained through university-based and alternative routes is examined. Due to limited research on alternative school administrative licensure, regulations in medicine, psychology,…

The future of medical licensure in the United States.

PubMed

Thompson, James N

2006-12-01

Medical licensure in the United States is undergoing significant change. With calls for greater accountability and transparency, state medical boards and their membership association, the Federation of State Medical Boards (FSMB), are seeking ways to assure the public that physicians are maintaining their competence throughout the lifetime of their practice of medicine. At present, competence in cognitive, clinical, and communicative skills is regularly measured only at initial licensure. Yet, the public and policy-related organizations are demanding ongoing assessment of physicians' ability to safely and competently practice medicine. The author reports on activities that involve the FSMB and other national organizations, including the Educational Commission for Foreign Medical Graduates, in planning for a future of increased accountability and transparency of the licensing and regulatory communities that oversee the practice of medicine. He notes that topics of discussion include possible nationalization of what has been traditionally state-based licensure. He raises questions about a future that may include specialty-based licensure and greater national and even international license portability.

Assessing the Assessments of Teacher Preparation

ERIC Educational Resources Information Center

Brabeck, Mary M.; Dwyer, Carol Anne; Geisinger, Kurt F.; Marx, Ronald W.; Noell, George H.; Pianta, Robert C.; Subotnik, Rena F.; Worrell, Frank C.

2016-01-01

Teacher preparation programs have both a desire and a responsibility to demonstrate, with affirmative evidence, that teacher education makes a difference in PreK-12 student learning. Program faculty need good data to make decisions about the progress of students, whom to recommend for state licensure, and how to improve teacher education. This…

Assessment in the context of licensure and certification.

PubMed

Norcini, John J; Lipner, Rebecca S; Grosso, Louis J

2013-01-01

Over the past 25 years, three major forces have had a significant influence on licensure and certification: the shift in focus from educational process to educational outcomes, the increasing recognition of the need for learning and assessment throughout a physician's career, and the changes in technology and psychometrics that have opened new vistas for assessment. These forces have led to significant changes in assessment for licensure and certification. To respond to these forces, licensure and certification programs have improved the ways in which their examinations are constructed, scored, and delivered. In particular, we note the introduction of adaptive testing; automated item creation, scoring, and test assembly; assessment engineering; and data forensics. Licensure and certification programs have also expanded their repertoire of assessments with the rapid development and adoption of simulation and workplace-based assessment. Finally, they have invested in research intended to validate their programs in four ways: (a) the acceptability of the program to stakeholders, (b) the extent to which stakeholders are encouraged to learn and improve, (c) the extent to which there is a relationship between performance in the programs and external measures, and (d) the extent to which there is a relationship between performance as measured by the assessment and performance in practice. Over the past 25 years, changes in licensure and certification have been driven by the educational outcomes movement, the need for lifelong learning, and advances in technology and psychometrics. Over the next 25 years, we expect these forces to continue to exert pressure for change which will lead to additional improvement and expansion in examination processes, methods of assessment, and validation research.

Health Care Professionals' Attitudes toward Licensure, National Certification, and Continuing Education Requirements: Results of a Texas Survey.

ERIC Educational Resources Information Center

Hagus, Cheryll K.

2000-01-01

Survey responses (n=1,620) from health processionals in communications disorders, clinical laboratory science, health information management, physical therapy, and respiratory care indicated the majority support licensure and certification; 45.3% had difficulty finding accessible, relevant continuing education programs; cost and distance were…

Analyzing Preservice Teachers' Technological Pedagogical Content Knowledge Development in the Context of a Multidimensional Teacher Preparation Program

ERIC Educational Resources Information Center

Shinas, Valerie Harlow; Karchmer-Klein, Rachel; Mouza, Chrystalla; Yilmaz-Ozden, Sule; Glutting, Joseph J.

2015-01-01

In this quantitative study, correlational and multiple regression analyses were conducted to examine the technological pedagogical content knowledge (TPACK) development of 299 preservice teachers in response to the technology preparation they received during their initial teacher licensure program. Survey data were analyzed to determine the…

Health Careers in Kentucky Guide. Curriculum Guide for the Allied Health Programs Offered in Kentucky to Assist Counselors, Teachers and People Interested in Career Opportunities in Health.

ERIC Educational Resources Information Center

Health Careers in Kentucky, Louisville.

Intended to provide information on career opportunities in health occupations for guidance counselors, teachers, and students, this tabbed directory lists occupational information alphabetically by job title for a wide range of health careers. Kentucky Educational requirements, licensure or registration requirements, and resource addresses precede…

Texas Higher Education Coordinating Board 2000 Statewide Annual Licensure Report.

ERIC Educational Resources Information Center

Texas Higher Education Coordinating Board, Austin. Div. of Community and Technical Colleges.

This report provides the licensure examination results for two-year technical associate degrees and one-year certificate programs at community and technical colleges in Texas. The Texas Higher Education Coordinating Board recognizes the success rate for licensure as an integral part of the overall success of many technical programs. The following…

American Medical Technologists' (AMT) Position on Licensure for Medical Laboratory Personnel.

ERIC Educational Resources Information Center

American Medical Technologists, Park Ridge, IL.

The American Medical Technologists organization opposes licensure for medical laboratory personnel unless there is consensus among all the groups representing generalist laboratory practitioners as to qualifications, titles, accreditation, and certification policies. Licensure is a restrictive and protectionistic measure, and American Medical…

Driver licensing and reasons for delaying licensure among young adults ages 18-20, United States, 2012.

PubMed

Tefft, Brian C; Williams, Allan F; Grabowski, Jurek G

2014-12-01

Motor vehicle crashes are the leading cause of death for teens and young adults in the United States. Graduated driver licensing (GDL) systems were designed to protect young novice drivers by limiting their exposure to specific risks while they gain experience driving. In the United States, most states' GDL systems only apply to new drivers younger than 18. Some experts suggest that GDL might encourage young people to wait until age 18 to obtain a license, to avoid GDL requirements, resulting in older teenagers having less driving experience and higher crash risk than they might have had without GDL. This study examined the prevalence and timing of licensure among young adults, and explored factors associated with delaying licensure among those not licensed before age 18. An online questionnaire was completed by 1,039 persons aged 18-20 years, recruited from a representative panel of United States households. Main outcome measures were acquisition of driver's license (a) within 12 months of the state minimum age for licensure, (b) before age 18. Associations of timing of licensure with demographic characteristics were assessed using multivariable logistic regression. Respondents not licensed before age 18 were asked to rate the importance of various possible reasons for delaying licensure. 54% of respondents were licensed before age 18. Blacks (37%; adjusted Prevalence Ratio 0.67, 95% Confidence Interval 0.48-0.93) and Hispanics (29%; adjusted Prevalence Ratio 0.60, 95% Confidence Interval 0.45-0.81) were less likely than non-Hispanic whites (67%) to be licensed before age 18. Lower household income was independently associated with delayed licensure (P < .001). The most common self-reported reasons for not becoming licensed sooner were not having a car, being able to get around without driving, and costs associated with driving. There was little evidence that GDL is a major contributor to delayed licensure; however, a substantial minority of young people do

Three controversies over item disclosure in medical licensure examinations

PubMed Central

Park, Yoon Soo; Yang, Eunbae B.

2015-01-01

In response to views on public's right to know, there is growing attention to item disclosure – release of items, answer keys, and performance data to the public – in medical licensure examinations and their potential impact on the test's ability to measure competence and select qualified candidates. Recent debates on this issue have sparked legislative action internationally, including South Korea, with prior discussions among North American countries dating over three decades. The purpose of this study is to identify and analyze three issues associated with item disclosure in medical licensure examinations – 1) fairness and validity, 2) impact on passing levels, and 3) utility of item disclosure – by synthesizing existing literature in relation to standards in testing. Historically, the controversy over item disclosure has centered on fairness and validity. Proponents of item disclosure stress test takers’ right to know, while opponents argue from a validity perspective. Item disclosure may bias item characteristics, such as difficulty and discrimination, and has consequences on setting passing levels. To date, there has been limited research on the utility of item disclosure for large scale testing. These issues requires ongoing and careful consideration. PMID:26374693

Three controversies over item disclosure in medical licensure examinations.

PubMed

Park, Yoon Soo; Yang, Eunbae B

2015-01-01

In response to views on public's right to know, there is growing attention to item disclosure - release of items, answer keys, and performance data to the public - in medical licensure examinations and their potential impact on the test's ability to measure competence and select qualified candidates. Recent debates on this issue have sparked legislative action internationally, including South Korea, with prior discussions among North American countries dating over three decades. The purpose of this study is to identify and analyze three issues associated with item disclosure in medical licensure examinations - 1) fairness and validity, 2) impact on passing levels, and 3) utility of item disclosure - by synthesizing existing literature in relation to standards in testing. Historically, the controversy over item disclosure has centered on fairness and validity. Proponents of item disclosure stress test takers' right to know, while opponents argue from a validity perspective. Item disclosure may bias item characteristics, such as difficulty and discrimination, and has consequences on setting passing levels. To date, there has been limited research on the utility of item disclosure for large scale testing. These issues requires ongoing and careful consideration.

Nursing Students' Intrinsic Motivation and Performance on the Licensure Examination.

PubMed

Hackney, Michele G

Unsuccessful attempts at licensure adversely affect graduates, prelicensure nursing education programs, health care agencies, and ultimately, patient safety. The purpose of this quantitative, correlational study was to investigate the relationship between nursing students' intrinsic motivation and performance on the licensure examination. Nursing students responded to 12 questions related to reasons for learning as indicators of motivation type. Results indicated no statistically significant correlations between variables.

World Language Teacher Candidate Performance on Edtpa: An Exploratory Study

ERIC Educational Resources Information Center

Hildebrandt, Susan A.; Swanson, Pete

2014-01-01

Federal and state legislation continues to promote teacher accountability in the United States. The new edTPA, a subject-specific teacher performance assessment, is purported to measure beginning teacher readiness and is being pilot tested and implemented for licensure and certification decisions across the country. In this exploratory…

Systematic Alignment of Dual Teacher Preparation

ERIC Educational Resources Information Center

Anderson, Kelly; Smith, JaneDiane; Olsen, Jacob; Algozzine, Bob

2015-01-01

Given the rapid growth of diversity in schools across the country, teacher educators are turning to innovative ways to redesign their programs. In this article, we describe efforts of a dual licensure program in which undergraduate teachers-in-training acquired knowledge and skills in core content, as well as evidence-based pedagogy and discipline…

Investigating the Relevance and Importance of Mathematical Content Knowledge Areas for Beginning Elementary School Teachers. Research Memorandum No. RM-16-10

ERIC Educational Resources Information Center

Martin-Raugh, Michelle P.; Reese, Clyde M.; Howell, Heather; Tannenbaum, Richard J.; Steinberg, Jonathan H.; Xu, Jun

2016-01-01

The purpose of this report is to explore the content-related validity evidence supporting the mathematics components of the "ETS"® National Observational Teaching Exam (NOTE) assessment series, a kindergarten through 6th grade teacher licensure assessment. To establish the content knowledge required for the effective teaching of…

The complementary roles of Phase 3 trials and post-licensure surveillance in the evaluation of new vaccines

PubMed Central

Lopalco, Pier Luigi; DeStefano, Frank

2015-01-01

Vaccines have led to significant reductions in morbidity and saved countless lives from many infectious diseases and are one of the most important public health successes of the modern era. Both vaccines' effectiveness and safety are keys for the success of immunisation programmes. The role of post-licensure surveillance has become increasingly recognised by regulatory authorities in the overall vaccine development process. Safety, purity, and effectiveness of vaccines are carefully assessed before licensure, but some safety and effectiveness aspects need continuing monitoring after licensure; Post-marketing activities are a necessary complement to pre-licensure activities for monitoring vaccine quality and to inform public health programmes. In the recent past, the availability of large databases together with data-mining and cross-linkage techniques have significantly improved the potentialities of post-licensure surveillance. The scope of this review is to present challenges and opportunities offered by vaccine post-licensure surveillance. While pre-licensure activities form the foundation for the development of effective and safe vaccines, post-licensure monitoring and assessment, are necessary to assure that vaccines are effective and safe when translated in real world settings. Strong partnerships and collaboration at an international level between different stakeholders is necessary for finding and optimally allocating resources and establishing robust post-licensure processes. PMID:25444788

42 CFR 416.40 - Condition for coverage-Compliance with State licensure law.

Code of Federal Regulations, 2010 CFR

2010-10-01

... licensure law. 416.40 Section 416.40 Public Health CENTERS FOR MEDICARE & MEDICAID SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MEDICARE PROGRAM AMBULATORY SURGICAL SERVICES Specific Conditions for Coverage § 416.40 Condition for coverage—Compliance with State licensure law. The ASC must comply...

A survey of deans and ADEA activities on dental licensure issues.

PubMed

Ranney, Richard R; Haden, N Karl; Weaver, Richard W; Valachovic, Richard W

2003-10-01

A written survey on issues in clinical testing for licensure was sent to the deans of all dental schools in the United States. Response rate was 89 percent. Results indicate that administrative leaders of the country's dental schools think that third-party evaluation of graduates is appropriate, but they do not have confidence in current clinical tests for licensure. More than nine out of ten respondents indicated that change was needed in current testing procedures, and 82 percent thought the tests as currently conducted were not valid for decision purposes. Regional differences existed among the responses, with the least dissatisfaction occurring in the West. The highest-rated and most frequently mentioned reasons for dissatisfaction with clinical tests were the involvement of patients (human subjects) as currently done. Most respondents favored a national level for licensure tests, although the majority also approved of the recently enacted New York law that permits completion of a postgraduate year in an accredited program to substitute for clinical testing. Respondents indicated a belief that a national database on academic measures as compared to outcomes on clinical licensure tests would be useful, with overall grade point average or class rank as the favored academic measure. Informed by the recommendations of its representatives to the AADE-ADEA Innovative Testing and Educational Methodologies Committee and results of the survey of deans, ADEA is pursuing steps to foster change in the clinical licensure process.

Program Standards for the Initial Preparation of Social Studies Teachers. National Standards for Social Studies Teachers. Volume II. 2004 Revision

ERIC Educational Resources Information Center

National Council for the Social Studies, 2004

2004-01-01

This document is intended to be used: (1) By institutions that prepare teachers to assess the quality of their teacher preparation programs for licensure (or certification) in comprehensive social studies and/or the individual disciplines of history, geography, civics and government, economics, and psychology; and (2) By National Council for the…

Program Standards for the Initial Preparation of Teachers of Social Studies.

ERIC Educational Resources Information Center

National Council for the Social Studies, Washington, DC.

These guidelines are derived from the National Council for the Social Studies (NCSS) document, "National Standards for Social Studies Teachers." The guidelines are intended to be used by institutions that prepare teachers to assess the quality of their teacher preparation programs for licensure (or certification) in comprehensive social…

The complementary roles of Phase 3 trials and post-licensure surveillance in the evaluation of new vaccines.

PubMed

Lopalco, Pier Luigi; DeStefano, Frank

2015-03-24

Vaccines have led to significant reductions in morbidity and saved countless lives from many infectious diseases and are one of the most important public health successes of the modern era. Both vaccines' effectiveness and safety are keys for the success of immunisation programmes. The role of post-licensure surveillance has become increasingly recognised by regulatory authorities in the overall vaccine development process. Safety, purity, and effectiveness of vaccines are carefully assessed before licensure, but some safety and effectiveness aspects need continuing monitoring after licensure; Post-marketing activities are a necessary complement to pre-licensure activities for monitoring vaccine quality and to inform public health programmes. In the recent past, the availability of large databases together with data-mining and cross-linkage techniques have significantly improved the potentialities of post-licensure surveillance. The scope of this review is to present challenges and opportunities offered by vaccine post-licensure surveillance. While pre-licensure activities form the foundation for the development of effective and safe vaccines, post-licensure monitoring and assessment, are necessary to assure that vaccines are effective and safe when translated in real world settings. Strong partnerships and collaboration at an international level between different stakeholders is necessary for finding and optimally allocating resources and establishing robust post-licensure processes. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Contemporary issues: The pre-licensure nursing student and medication errors.

PubMed

Green, Cheryl

2018-06-01

In Modern health care, the creation of cultures of safety for patients is of the upmost importance. Impacting the institutional stabilization of health care facilities safety initiatives, is the preparation of pre-licensure nursing students to safely administer medications to patients. Therefore, preparation of the pre-licensure nursing student must be evidence-based practice focused and incorporate innovative ways to reduce the potential for medication errors. Copyright © 2018. Published by Elsevier Ltd.

Investigating the Relevance and Importance of English Language Arts Content Knowledge Areas for Beginning Elementary School Teachers. Research Memorandum No. RM-16-08

ERIC Educational Resources Information Center

Martin-Raugh, Michelle P.; Reese, Clyde M.; Phelps, Geoffrey C.; Tannenbaum, Richard J.; Steinberg, Jonathan H.; Xu, Jun

2016-01-01

The purpose of this report is to explore the content-related validity evidence supporting the English language arts (ELA) components of the "ETS"® National Observational Teaching Exam (NOTE) assessment series, a kindergarten through 6th-grade teacher licensure assessment. To establish the content knowledge required for the effective…

Implementing the ESL Standards for Pre-K-12 Students through Teacher Education.

ERIC Educational Resources Information Center

Snow, Marguerite Ann, Ed.

Written by English-as-a-Second-Language (ESL) teachers and teacher educators who played key roles in the Teachers of English to Speakers of Other Languages' (TESOL) Standards and Assessment Project, this book is designed for preservice teachers in credential/licensure programs and master's programs at American universities and for practicing ESL…

The Impact of Mentoring on Alternatively Certified Teachers

ERIC Educational Resources Information Center

Kesler, Becky

2013-01-01

The purpose of this study was to explore the perceived effectiveness of mentoring for teachers certified through non-traditional avenues. This quantitative study investigated the type and amount of support teachers certified through the Arkansas Non-traditional Licensure Program (NTLP) and the Master of Arts in Teaching Program (MATP) received…

What's in a Teacher Test? Assessing the Relationship between Teacher Test Scores and Student Secondary STEM Achievement. CEDR Working Paper. WP #2016-4

ERIC Educational Resources Information Center

Goldhaber, Dan; Gratz, Trevor; Theobald, Roddy

2016-01-01

We investigate the predictive validity of teacher credential test scores for student performance in secondary STEM classrooms in Washington state. After replicating earlier findings that teacher basic skills licensure test scores are a modest and statistically significant predictor of student math test score gains in elementary grades, we focus on…

An Exploration of the Central Factors Influencing Teachers' Stress Management in Urban Classrooms

ERIC Educational Resources Information Center

Costa, Kristen Lee

2011-01-01

In 1999, it was estimated that 50% of new teachers leave urban districts in less than five years. New urban teachers face a host of demands that can contribute towards stress and burnout. While some of the literature has focused upon teacher stress, to date none has focused upon new teachers who are enrolled in alternative licensure programs with…

Rumor Has It: Investigating Teacher Licensure Exam Advice Networks

ERIC Educational Resources Information Center

Baker-Doyle, Kira; Petchauer, Emery

2015-01-01

In many countries, including the United States, England, Korea, Hong Kong, and Japan, individuals must pass some form of examination for entry into or completion of a teacher education program (Wang, Coleman, Coley, & Phelps, 2003). These exams are meant to act as gatekeeping mechanisms for teacher quality. In the majority of the countries…

Predicting United States Medical Licensure Examination Step 2 clinical knowledge scores from previous academic indicators.

PubMed

Monteiro, Kristina A; George, Paul; Dollase, Richard; Dumenco, Luba

2017-01-01

The use of multiple academic indicators to identify students at risk of experiencing difficulty completing licensure requirements provides an opportunity to increase support services prior to high-stakes licensure examinations, including the United States Medical Licensure Examination (USMLE) Step 2 clinical knowledge (CK). Step 2 CK is becoming increasingly important in decision-making by residency directors because of increasing undergraduate medical enrollment and limited available residency vacancies. We created and validated a regression equation to predict students' Step 2 CK scores from previous academic indicators to identify students at risk, with sufficient time to intervene with additional support services as necessary. Data from three cohorts of students (N=218) with preclinical mean course exam score, National Board of Medical Examination subject examinations, and USMLE Step 1 and Step 2 CK between 2011 and 2013 were used in analyses. The authors created models capable of predicting Step 2 CK scores from academic indicators to identify at-risk students. In model 1, preclinical mean course exam score and Step 1 score accounted for 56% of the variance in Step 2 CK score. The second series of models included mean preclinical course exam score, Step 1 score, and scores on three NBME subject exams, and accounted for 67%-69% of the variance in Step 2 CK score. The authors validated the findings on the most recent cohort of graduating students (N=89) and predicted Step 2 CK score within a mean of four points (SD=8). The authors suggest using the first model as a needs assessment to gauge the level of future support required after completion of preclinical course requirements, and rescreening after three of six clerkships to identify students who might benefit from additional support before taking USMLE Step 2 CK.

Beginning Blueprint: Electronic Exhibits for a Teacher Education Accreditation Council Academic Audit

ERIC Educational Resources Information Center

Koonce, Glenn L.; Hoskins, Joan J.; Goldman, Katie D.

2012-01-01

This study illustrates the development, usability, and advantages of an electronic exhibit for the TEAC (Teacher Education Accreditation Council) academic audit from the perspective of program education faculty. The examination of the successful utilization of electronic exhibits for teacher licensure and educational leadership program IBs…

Quality Requirements for Teacher Educators

ERIC Educational Resources Information Center

Koster, B.; Brekelmans, M.; Korthagen, F.; Wubbels, T.

2005-01-01

This study deals with the quality requirements that are needed for teacher educators. The tasks teacher educators have to do and the competencies they should possess (a professional profile), according to their fellow teacher educators, were identified. On the basis of a literature search on tasks and competencies of teacher educators, we made a…

Teacher Candidates' Perceptions of the Emphasis on Stewardship in Their Initial Teacher Licensure Program

ERIC Educational Resources Information Center

Yontz, Brian David

2010-01-01

The stewardship of schools is central to the renewal and preservation of that which is precious in our nation's schools. This study examined perceptions of future teachers as to the degree to which their teacher preparation program emphasized the idea of stewarding schools. With a theoretical foundation that initial teacher preparation provides…

Medical Licensure Questions and Physician Reluctance to Seek Care for Mental Health Conditions.

PubMed

Dyrbye, Liselotte N; West, Colin P; Sinsky, Christine A; Goeders, Lindsey E; Satele, Daniel V; Shanafelt, Tait D

2017-10-01

To determine whether state medical licensure application questions (MLAQs) about mental health are related to physicians' reluctance to seek help for a mental health condition because of concerns about repercussions to their medical licensure. In 2016, we collected initial and renewal medical licensure application forms from 50 states and the District of Columbia. We coded MLAQs related to physicians' mental health as "consistent" if they inquired only about current impairment from a mental health condition or did not ask about mental health conditions. We obtained data on care-seeking attitudes for a mental health problem from a nationally representative convenience sample of 5829 physicians who completed a survey between August 28, 2014, and October 6, 2014. Analyses explored relationships between state of employment, MLAQs, and physicians' reluctance to seek formal medical care for treatment of a mental health condition because of concerns about repercussions to their medical licensure. We obtained initial licensure applications from 51 of 51 (100%) and renewal applications from 48 of 51 (94.1%) medical licensing boards. Only one-third of states currently have MLAQs about mental health on their initial and renewal application forms that are considered consistent. Nearly 40% of physicians (2325 of 5829) reported that they would be reluctant to seek formal medical care for treatment of a mental health condition because of concerns about repercussions to their medical licensure. Physicians working in a state in which neither the initial nor the renewal application was consistent were more likely to be reluctant to seek help (odds ratio, 1.21; 95% CI, 1.07-1.37; P=.002 vs both applications consistent). Our findings support that MLAQs regarding mental health conditions present a barrier to physicians seeking help. Copyright © 2017 Mayo Foundation for Medical Education and Research. Published by Elsevier Inc. All rights reserved.

Dimensionality and DIF in a Licensure Examination.

ERIC Educational Resources Information Center

Sykes, Robert C.; And Others

The sources of multidimensionality found in several different forms of a licensure examination were studied. The relationship between one source of multidimensionality, differential item functioning (DIF) (or factors producing DIF), and content characteristics was explored in an attempt to isolate aspects of training or curriculum that could…

Telemedicine: legal and licensure issues

NASA Astrophysics Data System (ADS)

Wood, Michael B.; Whelan, Leo J.

1995-10-01

The National Information Infrastructure program offers a great opportunity for the United States to capitalize on remarkable technological advancements over a broad range of applications benefiting society. One such application, telemedicine, has the potential to offer widespread access to sophisticated medical care, curtailed health care delivery costs, and homogeneous health and health-related educational opportunities. However, there are a variety of barriers to widespread application of telemedicine once the technical infrastructure of the information highway is well established and ubiquitous. These barriers include technical limitations, reimbursement issues, equipment and networking costs, and appropriate scientific studies to document efficacy and cost effectiveness. These issues may prove to be only transient disincentives which can be surmounted. Additional barriers exist, however, that may not be as readily resolved by traditional methods of analysis and more widespread practice applications. These political and regulatory obstacles will require clarification of the issues and solutions based on national consensus. It is the purpose of this discussion to amplify on these particular barriers which include licensure and tort jurisdiction.

The Enhanced Nurse Licensure Compact (eNLC): Unlocking Access to Nursing Care Across the Nation.

PubMed

Kappel, Dawn M

2018-05-01

Nurses, including school nurses, may reside in a state with compact licensing. On July 20, 2017, an enhanced Nurse Licensure Compact (eNLC) was enacted with implementation beginning on January 19, 2018. Nurses must be knowledgeable about the status of their state's participation in the compact licensure, both their state of residence and their state of practice. Nurses must also be knowledgeable about what is entailed in compact licensure. This brief article provides basic information about compact licensing, along with considerations about nursing delegation, for the practicing school nurse.

Preservice Mathematics and Science Teachers in an Integrated Teacher Preparation Program for Grades 7-12: A 3-Year Study of Attitudes and Perceptions Related to Integration

ERIC Educational Resources Information Center

Berlin, Donna F.; White, Arthur L.

2010-01-01

The purpose of this article is twofold: (a) to describe a unique teacher licensure program for grades 7-12 that integrates mathematics, science, and technology education and (b) to explore the attitudes and perceptions related to the integration of mathematics, science, and technology education of three cohorts of preservice teachers enrolled in…

Passing the Leadership Test: Strategies for Success on the Leadership Licensure Exam. Second Edition

ERIC Educational Resources Information Center

Jones, Leslie; Kennedy, Eugene

2012-01-01

"Passing the Leadership Test: Strategies for Success on the Leadership Licensure Exam" is a study guide for the School Leaders Licensure Examination (SLLA.) The book presents a comprehensive, practical guide for preparing for the SLLA. It is divided into two sections: basic principles of test preparation and the ISLLC standards with implications…

A Comparison of Traditional Test Blueprinting and Item Development to Assessment Engineering in a Licensure Context

ERIC Educational Resources Information Center

Masters, James S.

2010-01-01

With the need for larger and larger banks of items to support adaptive testing and to meet security concerns, large-scale item generation is a requirement for many certification and licensure programs. As part of the mass production of items, it is critical that the difficulty and the discrimination of the items be known without the need for…

Nursing regulation, the nurse licensure compact, and nurse administrators: working together for patient safety.

PubMed

Poe, Laura

2008-01-01

Maintaining the concept of states rights, boards of nursing responded to the need for removal of barriers in meeting nursing manpower needs. One mechanism to accomplish this end was the development of the Nurse Licensure Compact, a multistate nurse license structured in much the same way as driver's license compacts. Representatives of State Boards of Nursing developed model compact structure and rules which allow nurses licensed in their state of residence to practice in other participating states without having to obtain additional licenses. Monitoring of nurse licensure and disciplinary information is facilitated through Nursys (nurse system). Nurses, nurse administrators, and the public benefit from the experiences of the 23 states that have implemented the Nurse Licensure Compact.

What Teacher Characteristics Affect Student Achievement? Findings from Los Angeles Public Schools. Research Brief

ERIC Educational Resources Information Center

Giglio, Kate

2010-01-01

Teacher effectiveness is typically measured by traditional teacher qualification standards, such as experience, education, and scores on licensure examinations. RAND researchers found no evidence that these standards have a substantial effect on student achievement in Los Angeles public elementary, middle, and high schools. Alternative measures of…

Vehicles driven by teenagers in their first year of licensure.

PubMed

Williams, Allan F; Leaf, William A; Simons-Morton, Bruce G; Hartos, Jessica L

2006-03-01

to determine access to vehicles, vehicle ownership and its correlates, and types of vehicles driven by teenagers during their first year of licensure. About 3,500 Connecticut teenagers and their parents recruited at DMV offices participated in a study aimed at persuading parents to impose and maintain driving restrictions on their sons and daughters. Telephone interviews with teens and parents, which included questions on vehicles driven, were conducted upon licensure and at intervals throughout the year. The majority of both male and female teens owned vehicles immediately upon licensure. Family income and number of vehicles in the family were associated with early ownership. A year later 74% owned vehicles. Small cars, which provide inferior crash protection, were the most popular vehicle; the percent driving small cars increased from 36% to 42% over the year. About 25% were driving SUVs, pickups, or sports cars, which may increase crash risk for young beginners. One year after licensure, only 35% of teens were driving midsize or large passenger cars, the types of vehicles recommended for them, and about one-third of these vehicles were 10 or more years old. Owners were more likely than non-owners to drive older and smaller vehicles, to drive more miles, do more risky driving, and to have more traffic violations and crashes. Many teenagers in Connecticut were driving vehicles that rank low in crash protection or may increase crash risk. Attention to the young driver problem has been focused primarily on managing driving risks through graduated licensing systems. More attention needs to be given to the vehicles teens drive, and how decisions about vehicle type and ownership are made. Parents exert control over what vehicles their sons and daughters drive, and may benefit from information on how to make choices that better balance cost, safety, and other factors that go into these decisions.

Perceptions and practices of U.S. dental schools regarding curriculum integrated format and traditional format licensure exams.

PubMed

Desai, Shamik; Allareddy, Veerasathpurush; Donoff, R Bruce; Howell, T Howard; Karimbux, Nadeem Y

2013-08-01

The dental licensure exam in the United States has evolved over the past ten years, and two formats-the traditional format and curriculum integrated format-are now available for students to satisfy licensure requirements. The objective of this study was to examine the differences and relative merits of the two formats. A twenty-five-question survey was distributed to the fifty-seven U.S. dental schools at the time. The survey included both quantitative and discrete variables and followed a strategic sequential order. The first set of questions sought to determine what type of board preparatory/mock exam each dental school offered, and the next set of questions asked which licensure exam each school formally offered. The final questions were qualitative in nature and aimed to determine the school representatives' opinions about the curriculum integrated format versus traditional format. Of the fifty-seven schools contacted, thirty-seven agreed to participate (response rate=64.9 percent). Fourteen schools reported that they administer the traditional format only and twelve administer the curriculum integrated format only, while eleven offer both. Thirty-two schools offered mock board exams to their graduating students, and twenty-four of those said their mock exams were identical in format to the actual qualifying clinical exams offered at their institution. The respondents reported no significant advantage to preparing for the curriculum integrated format examination as compared to the traditional format examination with regards to number of clock hours taken from regular curriculum time. In reporting on this study, this article provides an overview of the relative advantages and disadvantages of the two examination formats used for the dental licensure process in the United States.

Preservice Teachers' Beliefs about Urban Contexts

ERIC Educational Resources Information Center

Hatch, J. Amos

2007-01-01

This article reports findings from a qualitative study of preservice teachers' beliefs about the contexts of urban teaching. Participants were in their first semester of a K-6 licensure program designed to prepare them for urban teaching. Interviews and email reflective journal exchanges with the researcher were the data of the study, and…

The Use of Occupational Licensure Examination Results in Outcomes Assessment. AIR 1994 Annual Forum Paper.

ERIC Educational Resources Information Center

Bragg, Theresa A.

This paper discusses the validity of licensure examination results as an indicator of the performance of higher educational institutions. Licensure examination scores are available to departments for a variety of disciplines and analysis is best performed within the departments. The quality of feedback may dictate the usefulness of results. Using…

A Framework for Evidence-Based Licensure of Adaptive Autonomous Systems: Technical Areas

DTIC Science & Technology

2016-03-01

subjective judgments by human experts . They are design dependent, but address questions of whether the system is performing as needed, as opposed...I N S T I T U T E F O R D E F E N S E A N A L Y S E S A Framework for Evidence-Based Licensure of Adaptive Autonomous Systems : Technical Areas...and Licensure of Autonomous Systems ,” for the Air Force Research Laboratory (AFRL). The views, opinions, and findings should not be construed as

Measuring Teacher Effectiveness When Comparing Alternatively and Traditionally Licensed High School Technology Education Teachers in North Carolina

ERIC Educational Resources Information Center

Bowen, Bradley

2013-01-01

According to No Child Left Behind (NCLB), the definition of a highly qualified teacher includes three components: obtaining a bachelor's degree; having full licensure as defined by the state; and demonstrating competency, as defined by the state, in each subject taught (U.S. Department of Education, 2004). However, NCLB does not specifically…

Perceived Utility of Pharmacy Licensure Examination Preparation Tools

PubMed Central

Peak, Amy Sutton; Sheehan, Amy Heck; Arnett, Stephanie

2006-01-01

Objectives To identify board examination preparation tools most commonly used by recent pharmacy graduates and determine which tools are perceived as most valuable and representative of the actual content of licensure examinations. Methods An electronic survey was sent to all 2004 graduates of colleges of pharmacy in Indiana. Participants identified which specific preparation tools were used and rated tools based on usefulness, representativeness of licensure examination, and monetary value, and provided overall recommendations to future graduates. Results The most commonly used preparation tools were the Pharmacy Law Review Session offered by Dr. Thomas Wilson at Purdue University, the Complete Review for Pharmacy, Pre-NAPLEX, PharmPrep, and the Kaplan NAPLEX Review. Tools receiving high ratings in all categories included Dr. Wilson's Pharmacy Law Review Session, Pre-NAPLEX, Comprehensive Pharmacy Review, Kaplan NAPLEX Review, and Review of Pharmacy. Conclusions Although no preparation tool was associated with a higher examination pass rate, certain tools were clearly rated higher than others by test takers. PMID:17149406

Previous Education, Sociodemographic Characteristics, and Nursing Cumulative Grade Point Average as Predictors of Success in Nursing Licensure Examinations

PubMed Central

Amankwaa, Isaac; Agyemang-Dankwah, Anabella; Boateng, Daniel

2015-01-01

Introduction. Success in the licensure examination is the only legal prerequisite to practice as a nurse in Ghana. However, a large percentage of nursing students who sit fail this examination for the first time. This study sought to unravel whether prior education, sociodemographic characteristics, and nursing Cumulative Grade Point Average (CGPA) could predict performance in the licensure examinations. Methods. The study was a descriptive cross-sectional survey conducted from November 2014 to April 2015 in the Kumasi metropolis, Ghana on 176 past nursing students. Data was collected using questionnaires and analyzed using SPSS version 22. A logistic regression model was fitted to look at the influence of the explanatory variables on the odds of passing the licensure examinations. All statistical significances were tested at p value of <0.05. Results. Majority, 56.3%, were females and 86.4% were between the ages of 25 and 31 years. Most of the students (88.6%) entered the nursing training colleges with a WASSCE qualification and 38% read general science. 73.9% passed the licensure examinations and the mean CGPA of the students was 2.89 (SD = 0.37). Sociodemographic characteristics and previous education had no influence on performance in the licensure examinations. CGPA had strong positive relationship with performance in licensure examinations (AOR = 15.27; 95% CI = 6.28, 27.11). Conclusion. Students CGPA could be a good predictor of their performance in the licensure examinations. On the other hand, students' sociodemographic and previous educational characteristics might not be important factors to consider in admitting students into the nursing training programme. PMID:26635975

Pearson-Praxis Assessments Review Teacher Certification Assessment Technology Education: A Report for the Council on Technology and Engineering Teacher Education

ERIC Educational Resources Information Center

Mahoney, Mark P.

2015-01-01

The Praxis Series, developed by Educational Testing Services (ETS), has been the long standing assessment for teacher licensure. It is comprised of three separate skills examinations: (1) Praxis Core Academic Skills for Educators (Core) (attempts to measure academic skills in reading, writing, and mathematics; content knowledge of candidates…

Perceived risk and other predictors and correlates of teenagers' safety belt use during the first year of licensure.

PubMed

Ouimet, Marie Claude; Morton, Bruce G Simons; Noelcke, Elizabeth A; Williams, Allan F; Leaf, William A; Preusser, David F; Hartos, Jessica L

2008-03-01

Teenagers have the lowest rate of safety belt use and the highest crash rate compared to other age groups. Past studies on teenagers' belt use have mostly been cross-sectional. The first goals of this study were to examine, at licensure, teenagers' and parents' perceptions of risk of crash/injury for newly licensed teenagers when driving unbelted and teenagers' perceived and parents' intended consequences for safety belt rule violations. In addition, the comparability of these variables to other risky driving behaviors was explored. The second goal was to evaluate the importance of these variables in the prediction of teenagers' belt use during the first year of licensure, relative to other factors related to belt use, including demographics and substance use. More than 2,000 parent-teenager dyads were interviewed by telephone, parents at permit and licensure and teenagers at permit, licensure, and 3, 6, and 12 months after licensure. Approximately a third of the teenagers reported at least once at 3, 6, or 12 months post-licensure not always using their safety belt in the past week. At licensure, participants' perceived risk of safety belt non-use was high and ranked among the behaviors most related to crash/injury for newly licensed teenagers, behind driving under the influence of alcohol or drugs. Parent-imposed consequences for safety belt rule violations were not as highly rated as parent-imposed consequences for driving under the influence of alcohol or drugs. Sequential logistic regression modeled the relationship between safety belt use and perceived risk and consequences of non-use, as well as other prospective predictors assessed at permit and licensure, and driving correlates measured after licensure. Teenagers' extreme perceived risk and parents' intended sure consequences for non-use were significant prospective predictors of regular use during the first year of licensure. Other significant predictors and correlates were race (White), high school grade

Perspectives

ERIC Educational Resources Information Center

Tarone, Elaine

2013-01-01

The topic of this "Perspectives" column is "Requiring a Proficiency Level as a Requirement for U.S. K-12 Teacher Licensure." In 1998, the American Council of Teachers of Foreign Languages (ACTFL) began to work with the National Council for Accreditation of Teacher Education (NCATE), which accredits teacher education programs…

Through the Eyes of the Preservice Teacher: Using a Reflective Reading Journey to Inform Teaching and Learning

ERIC Educational Resources Information Center

Gibson, Karen M.

2010-01-01

Many factors affect attitudes toward reading, including parent and other caretaker support, sibling attitudes, school and library programs, curriculum and instruction, and, of course, teachers. While working with preservice teachers pursuing licensure in pre-kindergarten through adolescent education, it became evident that the students had many…

A Survey of Professional Licensure Examinations in Texas.

ERIC Educational Resources Information Center

Texas Coll. and Univ. System, Austin. Coordinating Board.

A determination was made of how graduates of Texas professional education programs perform on licensure examinations in comparison with their counterparts in other states. Test scores of Texas graduates were compared with national norms and averages in other states, when available, as well as with scores of graduates of out-of-state programs who…

The Pursuit of Quality over Quantity in TESOL Teacher Education: Coursework versus Test Only

ERIC Educational Resources Information Center

Sehlaoui, Abdelilah Salim; Shinge, Manjula

2013-01-01

The purpose of this study was to examine whether licensed in-service teachers of English for speakers of other languages (ESOL) in K-12 schools are more knowledgeable in the area of applied linguistics than their nonlicensed counterparts, and whether the ESOL-licensed teachers who have taken courses toward their licensure are more knowledgeable in…

Using Computer-Adaptive Quizzing as a Tool for National Council Licensure Examination Success.

PubMed

Pence, Jill; Wood, Felecia

This study examined the relationship between using computer-adaptive quizzing (CAQ) and first-time National Council Licensure Examination (NCLEX) success. A retrospective, descriptive, correlational design was used to analyze the relationship between use of a CAQ program and first-time NCLEX results of 194 baccalaureate graduates. Chi-square analysis suggested that there was an association between using the software and NCLEX success (p < .001, df = 1), with 16 percent of those without access compared to 1 percent with access being unsuccessful on the licensure exam. Results support using CAQ as formative preparation for the NCLEX.

Individualized student advisement for preparation for the national council licensure examination for registered nurses: a community college experience.

PubMed

Anderson, Ruth M

2007-01-01

The success of faculty is, in part, measured by the success of their students. One measurement of student success is passing the National Council Licensure Examination for Registered Nurses. However, some students require assistance beyond routine class work; they require a personalized plan for studying based on individualized areas of weakness. The author reviews the process of implementing a program of individualized student advisement. Included are samples of forms that have been developed to assist in this process.

Exploring State Policy regarding Teachers Removing License Endorsements: Short Term and Long Term Policy Implications

ERIC Educational Resources Information Center

Earley, Penelope; Brazer, S. David

2005-01-01

This study explores and begins baseline documentation of state policies governing teachers' voluntary removal of endorsement areas from their licenses. Through a survey of state licensure officers we find that most states allow teachers to remove endorsements, though the specifics of how this can be done vary from state to state. The No Child Left…

Differences in young driver crash involvement in states with varying licensure practices.

PubMed

Ferguson, S A; Leaf, W A; Williams, A F; Preusser, D F

1996-03-01

Teenage driver licensing practices and the crashes of teenagers were compared in several states with differing laws and policies regarding licensure. High school seniors in Delaware, a state with laws that allow early driving and licensure, reported that they first drove on a public road, obtained a learner's permit and obtained a driver's license at younger ages than high school seniors in other northeastern states (Connecticut, New Jersey and upstate New York). State crash data indicated that Delaware and Connecticut, which allow unrestricted licensing at age 16, showed the highest rates of 16-year-old driver involvements in nonfatal and fatal injury crashes. Pennsylvania and upstate New York, which have night driving curfews for 16 year-olds, showed lower crash rates overall and much lower crash rates during their respective curfew hours. New Jersey and Nassau and Suffolk counties, where unsupervised driving by 16 year-olds is generally not allowed, showed the lowest crash rates for 16 year-olds. Graduated licensing programs that include delayed full-privilege licensure, night driving curfews, and extended periods of supervised practice driving are a possible countermeasure for the high motor vehicle crash rates of young drivers.

Terminating Teachers and Revoking Their Licensure for Conduct beyond the Schoolhouse Gate.

ERIC Educational Resources Information Center

Hooker, Clifford P.

This paper addresses the legal tension between a teacher's right to privacy and a school board's right to demand exemplary conduct by teachers in and out of school. The watershed case in the area of a teacher's right to a private life appears to be "Morrison v. Board of Education" (California 1969), which identified factors that a board may…

Beginning science teachers' performances: Assessment in times of reform

NASA Astrophysics Data System (ADS)

Budzinsky, Fie K.

2000-10-01

The current reform in science education and the research on effective teaching and student learning have reinforced the importance of teacher competency. To better measure performances in the teaching of science, performance assessment has been added to Connecticut's licensure process for beginning science teachers. Teaching portfolios are used to document teaching and learning over time. Portfolios, however, are not without problems. One of the major concerns with the portfolio assessment process is its subjectivity. Assessors may not have opportunities to ask clarifying or follow-up questions to enhance the interpretation of a teacher's performance. In addition, portfolios often contain components based on self-documentation, which are subjective. Furthermore, the use of portfolios raises test equity issues. These concerns present challenges for persons in charge of establishing the validity of a portfolio-based licensure process. In high-stakes decision processes, such as teaching licensure, the validity of the assessment instruments must be studied. The primary purpose of this study was to explore the criterion-related validity of the Connecticut State Department of Education's Beginning Science Teaching Portfolio by comparing the interpretations of performances from science teaching portfolios to those derived from another assessment method, the Expert Science Teaching Educational and Evaluation Model, (ESTEEM). The analysis of correlations between the Beginning Science Teaching Portfolio and ESTEEM instrument scores was the primary method for establishing support for validity. The results indicated moderate correlations between all Beginning Science Teaching Portfolio and ESTEEM category and total variables. Multiple regression was used to examine whether differences existed in beginning science teachers' performances based on gender, poverty group, school level, and science discipline taught. None of these variables significantly contributed to the

The Trouble with Moral Citizens: A Response to "Moral-Character Development for Teacher Education" by Daniel Lapsley and Ryan Woodbury

ERIC Educational Resources Information Center

Westheimer, Joel

2016-01-01

In "Moral-Character Development for Teacher Education," Daniel Lapsley and Ryan Woodbury argue that teacher education licensure and accreditation standards largely ignore matters of values, character, and morality. "The moral-character formation of children," they note, "is the instructional objective that dare not speak…

CASPer, an online pre-interview screen for personal/professional characteristics: prediction of national licensure scores.

PubMed

Dore, Kelly L; Reiter, Harold I; Kreuger, Sharyn; Norman, Geoffrey R

2017-05-01

Typically, only a minority of applicants to health professional training are invited to interview. However, pre-interview measures of cognitive skills predict for national licensure scores (Gauer et al. in Med Educ Online 21 2016) and subsequently licensure scores predict for performance in practice (Tamblyn et al. in JAMA 288(23): 3019-3026, 2002; Tamblyn et al. in JAMA 298(9):993-1001, 2007). Assessment of personal and professional characteristics, with the same psychometric rigour of measures of cognitive abilities, are needed upstream in the selection to health profession training programs. To fill that need, Computer-based Assessment for Sampling Personal characteristics (CASPer)-an on-line, video-based screening test-was created. In this paper, we examine the correlation between CASPer and Canadian national licensure examination outcomes in 109 doctors who took CASPer at the time of selection to medical school. Specifically, CASPer scores were correlated against performance on cognitive and 'non-cognitive' subsections of both the Medical Council of Canada Qualifying Examination (MCCQE) Parts I (end of medical school) and Part II (18 months into specialty training). Unlike most national licensure exams, MCCQE has specific subcomponents examining personal/professional qualities, providing a unique opportunity for comparison. The results demonstrated moderate predictive validity of CASPer to national licensure outcomes of personal/professional characteristics three to six years after admission to medical school. These types of disattenuated correlations (r = 0.3-0.5) are not otherwise predicted by traditional screening measures. These data support the ability of a computer-based strategy to screen applicants in a feasible, reliable test, which has now demonstrated predictive validity, lending evidence of its validation for medical school applicant selection.

An Inquiry of How Art Education Policies Are Reflected in Art Teacher Preparation: Examining the Standards for Visual Arts and Art Teacher Certification

ERIC Educational Resources Information Center

Lim, Kyungeun

2017-01-01

Policy changes influence various aspects of art education such as K-12 art education curricula, state licensure systems, and contexts of art teacher preparation. Despite strong relationships between art education policy and practical fields, few studies have attempted to understand art education from the perspective of policy analysis. This study…

Predicting National Council Licensure Examination for Registered Nurses Performance

ERIC Educational Resources Information Center

Whitehead, Charles D.

2016-01-01

The Baccalaureate Nursing program in San Antonio, Texas experienced a decrease in National Council Licensure Examination for Registered Nurses (NCLEX-RN) on the first attempt for students graduating between 2009 and 2014 without a clear explanation for the decline. The purpose of this quantitative non-experimental correlational study was to…

State-Controlled Licensure and Interstate Mobility: Questions from Katrina

ERIC Educational Resources Information Center

Taylor, Carmen L.

2006-01-01

State licensure laws in speech-language pathology and audiology vary from state to state. Natural disaster displacements as well as trends in job mobility have increased the need for licensees to be able to have more fluidity in practicing from 1 state to another. Additionally, literature reviews on the history of professional licensure…

The Need for Instructional Sensitivity and Construct Clarity in Pact: A Commentary on "Examining the Internal Structure Evidence for the Performance Assessment for California Teachers"

ERIC Educational Resources Information Center

Wilkerson, Judy R.

2015-01-01

This commentary on the article titled "Examining the Internal Structure Evidence for the Performance Assessment for California Teachers: A Validation Study of the Elementary Literacy Teaching Event for Tier 1 Teacher Licensure" provides an overview of Performance Assessment for California Teachers (PACT), its relationship to edTPA and…

A First-Year Teacher's Top 10 Mistakes

ERIC Educational Resources Information Center

Nourie, Meredith C.

2011-01-01

In June the author completed her first full year of high school teaching. In this article, she shares her top 10 mistakes for several reasons: (1) so that other beginners will know what to expect; (2) so that teacher educators will share with candidates for licensure; (3) so that she won't make the same mistakes again; (4) so that veteran teachers…

Teachers Training for the Use of Digital Technologies

ERIC Educational Resources Information Center

dos Santos, Danielle Aparecida do Nascimento; Schlünzen, Elisa Tomoe Moriya; Schlünzen, Klaus, Jr.

2016-01-01

The doctoral research described in this article was developed in the context of a Licensure course in Pedagogy offered by two Public Universities of the São Paulo State, from 2010 to 2013. The purpose was to analyze how the teacher training program was established, aiming to the teaching of inclusive education fundamentals in a perspective of…

Advocating for School Psychologists in Response to the APA's Proposed "Model Act for State Licensure of Psychologists"

ERIC Educational Resources Information Center

Skalski, Anastasia Kalamaros

2009-01-01

On March 6, 2009, the APA Model Licensure Act Task Force released its second draft of the policy document known as the proposed "Model Act for State Licensure of Psychologists". This policy document serves as guidance to state legislatures for how they should set up their psychology licensing laws. The general expectations promoted in the model…

Health Manpower Credentialing: Legal Implications of Institutional Licensure. Health Manpower Policy Discussion Paper Series No.: C3.

ERIC Educational Resources Information Center

Crane, Stephen

The objective of this analysis is to outline in broad fashion the current trends and issues in the licensure of health manpower and to contrast two proposed alternative systems of credentialing that focus on licensure of health care institutions instead of individual health care providers. The argument of the analysis is that the current system of…

42 CFR 423.425 - Licensure does not substitute for or constitute certification.

Code of Federal Regulations, 2010 CFR

2010-10-01

... HEALTH AND HUMAN SERVICES (CONTINUED) MEDICARE PROGRAM VOLUNTARY MEDICARE PRESCRIPTION DRUG BENEFIT Organization Compliance with State Law and Preemption by Federal Law § 423.425 Licensure does not substitute...

Culminating Experience Action Research Projects, Volume 1, Spring 2002

ERIC Educational Resources Information Center

McAllister, Deborah A., Ed.; Moyer, Peggy S, Ed.; Bothman, Susan M., Ed.

2005-01-01

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is now required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating…

Culminating Experience Action Research Projects, Volume 10, Spring 2007

ERIC Educational Resources Information Center

McAllister, Deborah A., Ed.; Deaver, Sharon R., Ed.

2008-01-01

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating…

Culminating Experience Action Research Projects, Volume 8, Part 1, Spring 2006

ERIC Educational Resources Information Center

McAllister, Deborah A., Ed.; Fritch, Sarah C., Ed.

2007-01-01

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating…

Culminating Experience Action Research Projects, Volume 11, Fall 2007

ERIC Educational Resources Information Center

McAllister, Deborah A., Ed.; Deaver, Sharon R., Ed.

2008-01-01

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating…

Culminating Experience Action Research Projects, Volume 15, Part 1, Fall 2009

ERIC Educational Resources Information Center

McAllister, Deborah A., Ed.; Cutcher, Cortney L., Ed.

2011-01-01

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating…

Culminating Experience Action Research Projects, Volume 17, Fall 2010

ERIC Educational Resources Information Center

McAllister, Deborah A., Ed.; Cutcher, Cortney L., Ed.

2011-01-01

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 5900 Culminating…

Culminating Experience Action Research Projects, Volume 5, Spring 2004

ERIC Educational Resources Information Center

McAllister, Deborah A., Ed.; Bothman, Susan M., Ed

2005-01-01

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating…

Culminating Experience Action Research Projects, Volume 16, Part 1, Spring 2010

ERIC Educational Resources Information Center

McAllister, Deborah A., Ed.; Cutcher, Cortney L., Ed.

2011-01-01

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating…

Culminating Experience Action Research Projects, Volume 13, Fall 2008

ERIC Educational Resources Information Center

McAllister, Deborah A., Ed.; Cutcher, Cortney L., Ed.

2010-01-01

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating…

Culminating Experience Action Research Projects, Volume 7, Fall 2005

ERIC Educational Resources Information Center

McAllister, Deborah A., Ed.; Fritch, Sarah C., Ed.

2007-01-01

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating…

Culminating Experience Action Research Projects, Volume 14, Spring 2009

ERIC Educational Resources Information Center

McAllister, Deborah A., Ed.; Cutcher, Cortney L., Ed.

2010-01-01

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating…

Preservice Technology Integration Course Revision: A Conceptual Guide

ERIC Educational Resources Information Center

Ottenbreit-Leftwich, Anne; Glazewski, Krista; Newby, Timothy

2010-01-01

With technology rapidly changing, preservice teacher technology skills improving, and highly qualified teacher licensure requirements, more teacher education programs may need to reevaluate how they are currently teaching technology. Although no empirical evidence recognizes the most effective experience, previous studies have indicated the…

Music Teacher Education at a Liberal Arts College: Perspectives across Campus

ERIC Educational Resources Information Center

Edgar, Scott N.

2016-01-01

In 2012, a committee at a small Midwestern liberal arts college, Lake Forest College, embarked on a journey to create a music education teacher licensure major. Drawing from narrative inquiry, this article reports how the dean of faculty, education department chair, music department chair, and assistant professor of music/music education…

The value of simulation-based learning in pre-licensure nurse education: A state-of-the-art review and meta-analysis.

PubMed

Cant, Robyn P; Cooper, Simon J

2017-11-01

Simulation modalities are numerous in nursing education, with a need to reveal their range and impact. We reviewed current evidence for effectiveness of medium to high fidelity simulation as an education mode in pre-licensure/pre-registration nurse education. A state-of-the-art review and meta-analyses was conducted based on a systematic search of publications in English between 2010 and 2015. Of 72 included studies, 43 were quantitative primary studies (mainly quasi-experimental designs), 13 were qualitative studies and 16 were reviews of literature. Forty of 43 primary studies reported benefits to student learning, and student satisfaction was high. Simulation programs provided multi-modal ways of learning. A meta-analysis (8 studies, n = 652 participants) identified that simulation programs significantly improved clinical knowledge from baseline. The weighted mean increase was 5.0 points (CI: 3.25-6.82) on a knowledge measure. Other objectively rated measures (eg, trained observers with checklists) were few. Reported subjective measures such as confidence and satisfaction when used alone have a strong potential for results bias. Studies presented valid empirical evidence, but larger studies are required. Simulation programs in pre-licensure nursing curricula demonstrate innovation and excellence. The programs should be shared across the discipline to facilitate development of multimodal learning for both pre-licensure and postgraduate nurses. Copyright © 2017 Elsevier Ltd. All rights reserved.

Culminating Experience Action Research Projects, Volume 18, Part 1, Spring 2016

ERIC Educational Resources Information Center

McAllister, Deborah A., Ed.

2017-01-01

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education…

Culminating Experience Action Research Projects, Volume 18, Part 2, Spring 2016

ERIC Educational Resources Information Center

McAllister, Deborah A., Ed.

2018-01-01

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education…

The Case for Licensure of Applied Behavior Analysts

PubMed Central

Dorsey, Michael F; Weinberg, Michael; Zane, Thomas; Guidi, Megan M

2009-01-01

The evolution of the field of applied behavior analysis to a practice-oriented profession has created the need to ensure that the consumers of these services are adequately protected. We review the limitations of the current board certification process and present a rationale for the establishment of licensing standards for applied behavior analysts on a state-by-state basis. Recommendations for securing the passage of a licensure bill also are discussed. PMID:22477697

Why Make It Hard for Teachers to Cross State Borders?

ERIC Educational Resources Information Center

Goldhaber, Dan; Grout, Cyrus; Holden, Kristian L.

2017-01-01

Barriers to mobility, particularly those imposed by state-level licensure procedures have received growing attention in the media and in reform discussions. Much of this attention is driven by shortages of teachers in some regions and subject areas and the fact that barriers to mobility make it more difficult for states to address such shortages…

Current Conditions of Bilingual Teacher Preparation Programs in Public Universities in USA

ERIC Educational Resources Information Center

Johannessen, B. Gloria Guzman; Thorsos, Nilsa; Dickinson, Gail

2016-01-01

This study addresses public universities' policies and practices in the USA (United States of America) with a focus on public bilingual teacher preparation in Spanish-English programs (initial credential licensure and Masters of Education programs with, or without, endorsements). We questioned: "What do bilingual programs look like in public…

Finnish Mentor Mathematics Teachers' Views of the Teacher Knowledge Required for Teaching Mathematics

ERIC Educational Resources Information Center

Asikainen, Mervi A.; Pehkonen, Erkki; Hirvonen, Pekka E.

2013-01-01

Seven Finnish mentor mathematics teachers were interviewed about their views regarding the teacher knowledge required for teaching mathematics. The results of the interviews revealed not only the teachers' spontaneous views of the knowledge base needed for effective mathematics teaching but also their views of the particular types of teacher…

Does Teacher Testing Raise Teacher Quality? Evidence from State Certification Requirements

ERIC Educational Resources Information Center

Angrist, Joshua D.; Guryan, Jonathan

2008-01-01

The education reform movement includes efforts to raise teacher quality through stricter certification and licensing provisions. Most US states now require public school teachers to pass a standardized test such as the Praxis. Although any barrier to entry is likely to raise wages in the affected occupation, the theoretical effects of such…

Can the Teaching Profession Be Trusted?

ERIC Educational Resources Information Center

Hitz, Randy

2008-01-01

Teacher preparation and licensing are constantly under attack from both national and state policy makers. The extraordinary reporting requirements imposed on university-based teacher preparation programs through Title II of the Higher Education Act and the promotion of "alternative routes" to teacher licensure by the federal government…

A Revised Approach to the Professional Development and Licensure of Secondary T&I Teachers.

ERIC Educational Resources Information Center

O'Reilly, Patrick A.; And Others

A new approach to the initial preparation and continuing professional development of trade and industrial (T&I) teachers is appropriate because the majority of secondary T&I teachers have not completed teacher education programs. To accommodate the needs of individuals desiring to become T&I teachers and the needs of the schools, the new system…

The licensure exam in nursing degree courses: a survey in the four universities of the Lazio Region.

PubMed

Marchetti, A; Virgolesi, M; Pulimeno, A M L; Rocco, G; Stievano, A; Venturini, G; De Marinis, M G

2014-01-01

In recent years, the nursing licensure exam is at the centre of a national and international wide debate. This debate regards the planning of the nursing licensure exam in many Universities and the competences that this exam must certify to ensure quality, effectiveness, and ethics of nursing care from newly-graduated nurses to general public. The aim of this study was to describe the practical tests used for the licensure exam in the four Universities of the Lazio Region. The researchers analyzed the type of practical tests used and the field of competences assessed according to the degrees of performance defined by the Dublin Descriptors. The data were collected through semi-structured interviews to Presidents, Directors and Lecturers of nursing degree courses and through direct retrieval of the written texts of the licensure exam. Two researchers analyzed the practical tests. A special lecture-grid divided into three different sections to interpret the data was created. Statistical analysis was carried out by means of Epi-info 3.5.1/2008. Analysis of data showed that the most used tests were Discussion of theoretical and practical aspects in context (33.6%), followed by the Test with open and/or closed questions (23,9%). Psychomotor and relational skills tests were little used. The most valued field of competence was the cognitive one (85,5%) that assessed, above all, the storage of the concept. The ability to interpret data and solve problems was less valued. The study showed the high discrepancy in the types of tests used in the four Universities of the Lazio Region. Universities found it difficult to assess psychomotor and relational skills of the students. Most of the cognitive tests utilized omitted the evaluation of mastery of complex competences. Therefore, there is the necessity of a new planning of the nursing licensure exam to overcome these critical issues.

Best Practices Article: Gradually Increasing Individuality: Suggestions for Improving Alternative Teacher Education Programs

ERIC Educational Resources Information Center

Henning-Smith, Jeff

2018-01-01

The purpose of this article was to examine the use of a gradual release of responsibility (GRR) model (Pearson & Gallagher, 1983) embedded in a coteaching framework (Heck & Bacharach, 2016) during the student-teaching portion of an alternative teaching licensure program. The goal was to improve an already existing student-teacher field…

Impact of Professional Nursing Tutors on National Council Licensure Examination Success

ERIC Educational Resources Information Center

Mondeik, Shelly L.

2014-01-01

This mixed-methods study examined the impact of professional nursing tutors on National Council Licensure Examination (NCLEX) success. Thirty-eight nursing student success rates from Northcentral Technical College, a two year technical college in Wisconsin, were analyzed by using NCLEX pass rate information, professional tutoring logs, and a…

Continuing to Hold the Test Maker Accountable: The ISLLC Standards and the New York State School District Leadership Licensure Assessments

ERIC Educational Resources Information Center

Markson, Craig; Inserra, Albert

2014-01-01

The purpose of this study was to examine the relationship of school leadership candidates' perceptions of their level of training in the Interstate School Leaders Licensure Consortium Standards (ISLLC) with their scores on Parts I and II of the New York State School District Leader (SDL) licensure assessments. The New York State assessments were…

Longitudinal Analysis of Adolescent Girls' Activity Patterns: Understanding the Influence of the Transition to Licensure

PubMed Central

McDonald, Noreen C.; Merlin, Louis; Hu, Haoting; Shih, Joshu; Cohen, Deborah A.; Evenson, Kelly R.; McKenzie, Thomas L.; Rodriguez, Daniel A.

2016-01-01

The proportion of teens and young adults with driver's licenses has declined sharply in many industrialized countries including the United States. Explanations for this decline have ranged from the introduction of graduated driver licensing programs to the increase in online social interaction. We used a longitudinal cohort study of teenage girls in San Diego and Minneapolis to evaluate factors associated with licensure and whether teens' travel patterns become more independent as they aged. We found that licensure depended not only on age, but on race and ethnicity as well as variables that correlate with household income. Results also showed evidence that teen travel became more independent as teen's age, and that acquiring a license is an important part of this increased independence. However, we found limited evidence that teen's travel-activity patterns changed as a result of acquiring a driver's license. Rather, teen independence resulted in less parental chauffeuring, but little shift in travel patterns. For the larger debate on declining Millennial mobility, our results suggest the need for more nuanced attention to variation across demographic groups and consideration of the equity implications if declines in travel and licensure are concentrated in low-income and minority populations. PMID:28458769

Implications of the licensure of a partially efficacious malaria vaccine on evaluating second-generation vaccines.

PubMed

Fowkes, Freya J I; Simpson, Julie A; Beeson, James G

2013-10-30

Malaria is a leading cause of morbidity and mortality, with approximately 225 million clinical episodes and >1.2 million deaths annually attributed to malaria. Development of a highly efficacious malaria vaccine will offer unparalleled possibilities for disease prevention and remains a key priority for long-term malaria control and elimination. The Malaria Vaccine Technology Roadmap's goal is to 'develop and license a first-generation malaria vaccine that has protective efficacy of more than 50%'. To date, malaria vaccine candidates have only been shown to be partially efficacious (approximately 30% to 60%). However, licensure of a partially effective vaccine will create a number of challenges for the development and progression of new, potentially more efficacious, malaria vaccines in the future. In this opinion piece we discuss the methodological, logistical and ethical issues that may impact on the feasibility and implementation of superiority, non-inferiority and equivalence trials to assess second generation malaria vaccines in the advent of the licensure of a partially efficacious malaria vaccine. Selecting which new malaria vaccines go forward, and defining appropriate methodology for assessment in logistically challenging clinical trials, is crucial. It is imperative that the scientific community considers all the issues and starts planning how second-generation malaria vaccines will advance in the advent of licensure of a partially effective vaccine.

Predictors of Retention and Passing National Council Licensure Examination for Registered Nurses

ERIC Educational Resources Information Center

Elkins, Nancy

2013-01-01

The current nursing shortage has challenged colleges to educate nurses at a faster pace than in previous times. Successful completion of the nursing programs and passing the National Council Licensure Examination for Registered Nurses (NCLEX-RN) exam is important for the students, faculty, and nursing programs. The purpose of this retrospective…

An examination of the perceived teaching competencies of novice alternatively licensed and traditionally licensed high school science teachers

NASA Astrophysics Data System (ADS)

Shea, Kathleen A.

In most states, there are two routes to teacher licensure; traditional and alternative. The alternative route provides an accelerated entry into the classroom, often without the individual engaging in education coursework or a practicum. No matter the route, teaching skills continue to be learned by novice teachers while in the classroom with the guidance of a school-based mentor. In this study, the perceptions of mentor teachers of traditionally and alternatively licensed high school science teachers were compared with respect to mentees' science teaching competency. Further, the study explored the novice teachers' self-perception of their teaching competency. A survey, consisting of 56 Likert-type questions, was completed by mentors (N = 79) and novice high school science teachers (N = 83) in six northeastern states. The results revealed a statistically significant difference in the perceptions of the mentors of traditionally and alternatively licensed novice high school science teachers in the areas of general pedagogical knowledge, pedagogical content knowledge and professional growth, with more favorable perceptions recorded by mentors of traditionally licensed science teachers. There were no differences in the perceptions of the mentors with respect to novice high school teachers' content knowledge. There was no statistical difference in the self-perceptions of competency of the novice teachers. While alternative routes to licensure in science may be a necessity, the results of this study indicate that the lack of professional preparation may need to be addressed at the school level through the agency of the mentor. This study indicates that mentors must be prepared to provide alternatively licensed novice teachers with different assistance to that given to traditionally licensed novice teachers. School districts are urged to develop mentoring programs designed to develop the teaching competency of all novice teachers regardless of the route that led them

National Systematic Legal Review of State Policies on Emergency Medical Services Licensure Levels' Authority to Administer Opioid Antagonists.

PubMed

Kinsman, Jeremiah M; Robinson, Kathy

2018-02-27

Previous research conducted in November 2013 found there were a limited number of states and territories in the United States (US) that authorize emergency medical technicians (EMTs) and emergency medical responders (EMRs) to administer opioid antagonists. Given the continued increase in the number of opioid-related overdoses and deaths, many states have changed their policies to authorize EMTs and EMRs to administer opioid antagonists. The goal of this study is to provide an updated description of policy on EMS licensure levels' authority to administer opioid antagonists for all 50 US states, the District of Columbia (DC), and the Commonwealth of Puerto Rico (PR). State law and scopes of practice were systematically reviewed using a multi-tiered approach to determine each state's legally-defined EMS licensure levels and their authority to administer an opioid antagonist. State law, state EMS websites, and state EMS scope of practice documents were identified and searched using Google Advanced Search with Boolean Search Strings. Initial results of the review were sent to each state office of EMS for review and comment. As of September 1, 2017, 49 states and DC authorize EMTs to administer an opioid antagonist. Among the 40 US jurisdictions (39 states and DC) that define the EMR or a comparable first responder licensure level in state law, 37 states and DC authorize their EMRs to administer an opioid antagonist. Paramedics are authorized to administer opioid antagonists in all 50 states, DC, and PR. All 49 of the US jurisdictions (48 states and DC) that define the advanced emergency medical technician (AEMT) or a comparable intermediate EMS licensure level in state law authorize their AEMTs to administer an opioid antagonist. 49 out of 52 US jurisdictions (50 states, DC, and PR) authorize all existing levels of EMS licensure levels to administer an opioid antagonist. Expanding access to this medication can save lives, especially in communities that have limited

Trends in teen driver licensure, driving patterns and crash involvement in the United States, 2006-2015.

PubMed

Shults, Ruth A; Williams, Allan F

2017-09-01

The Monitoring the Future (MTF) survey provides nationally-representative annual estimates of licensure and driving patterns among U.S. teens. A previous study using MTF data reported substantial declines in the proportion of high school seniors that were licensed to drive and increases in the proportion of nondrivers following the recent U.S. economic recession. To explore whether licensure and driving patterns among U.S. high school seniors have rebounded in the post-recession years, we analyzed MTF licensure and driving data for the decade of 2006-2015. We also examined trends in teen driver involvement in fatal and nonfatal injury crashes for that decade using data from the Fatality Analysis Reporting System and National Automotive Sampling System General Estimates System, respectively. During 2006-2015, the proportion of high school seniors that reported having a driver's license declined by 9 percentage points (11%) from 81% to 72% and the proportion that did not drive during an average week increased by 8 percentage points (44%) from 18% to 26%. The annual proportion of black seniors that did not drive was consistently greater than twice the proportion of nondriving white seniors. Overall during the decade, 17- and 18-year-old drivers experienced large declines in fatal and nonfatal injury crashes, although crashes increased in both 2014 and 2015. The MTF data indicate that licensure and driving patterns among U.S. high school seniors have not rebounded since the economic recession. The recession had marked negative effects on teen employment opportunities, which likely influenced teen driving patterns. Possible explanations for the apparent discrepancies between the MTF data and the 2014 and 2015 increases in crashes are explored. MTF will continue to be an important resource for clarifying teen driving trends in relation to crash trends and informing strategies to improve teen driver safety. Published by Elsevier Ltd.

Literacy Course Priorities and Signature Aspects of Nine Elementary Initial Licensure Programs

ERIC Educational Resources Information Center

Lenski, Susan; Ganske, Kathy; Chambers, Sandy; Wold, Linda; Dobler, Elizabeth; Grisham, Dana L.; Scales, Roya; Smetana, Linda; Wolsey, Thomas Devere; Yoder, Karen K.; Young, Janet

2013-01-01

The purpose of this article is to describe the first part of a three-phase study to learn what makes an effective elementary literacy initial licensure program. The first step was to identify how nine programs prioritized research-based literacy practices and to identify each program's unique features, which we called "signature aspects." Findings…

Implications of the licensure of a partially efficacious malaria vaccine on evaluating second-generation vaccines

PubMed Central

2013-01-01

Background Malaria is a leading cause of morbidity and mortality, with approximately 225 million clinical episodes and >1.2 million deaths annually attributed to malaria. Development of a highly efficacious malaria vaccine will offer unparalleled possibilities for disease prevention and remains a key priority for long-term malaria control and elimination. Discussion The Malaria Vaccine Technology Roadmap’s goal is to 'develop and license a first-generation malaria vaccine that has protective efficacy of more than 50%’. To date, malaria vaccine candidates have only been shown to be partially efficacious (approximately 30% to 60%). However, licensure of a partially effective vaccine will create a number of challenges for the development and progression of new, potentially more efficacious, malaria vaccines in the future. In this opinion piece we discuss the methodological, logistical and ethical issues that may impact on the feasibility and implementation of superiority, non-inferiority and equivalence trials to assess second generation malaria vaccines in the advent of the licensure of a partially efficacious malaria vaccine. Conclusions Selecting which new malaria vaccines go forward, and defining appropriate methodology for assessment in logistically challenging clinical trials, is crucial. It is imperative that the scientific community considers all the issues and starts planning how second-generation malaria vaccines will advance in the advent of licensure of a partially effective vaccine. PMID:24228861

Gathering Requirements for Teacher Tools: Strategies for Empowering Teachers Through Co-Design

NASA Astrophysics Data System (ADS)

Matuk, Camillia; Gerard, Libby; Lim-Breitbart, Jonathan; Linn, Marcia

2016-02-01

Technology can enhance teachers' practice in multiple ways. It can help them better understand patterns in their students' thinking, manage class progress at individual and group levels, and obtain evidence to inform modifications to curriculum and instruction. Such technology is most effective when it is aligned with teachers' goals and expectations. Participatory methods, which involve teachers closely in the design process, are widely recommended for establishing accurate design requirements that address users' needs. By collaborating with researchers, teachers can contribute their professional expertise to shape the tools of their practice, and ultimately ensure their sustained use. However, there is little guidance available for maintaining effective teacher-researcher design partnerships. We describe four strategies for engaging teachers in designing tools intended to support and enhance their practice within a web-based science learning environment: discussing physical artifacts, reacting to scenarios, customizing prototypes, and writing user stories. Using design artifacts and documents of teachers' reflections, we illustrate how we applied these techniques over 5 years of annual professional development workshops, and examine their affordances for eliciting teachers' ideas. We reflect on how these approaches have helped inform technology refinements and innovations. We moreover discuss the further benefits these strategies have had in encouraging teachers to reflect on their own practice and on the roles of technology in supporting it; and in allowing researchers to gain a deeper understanding of the relationship between technology, teaching, and design.

Asynchronous Online Peer Assistance: Telephone Messages of Encouragement in Post Licensure Nursing Programs

ERIC Educational Resources Information Center

Melrose, Sherri; Swettenham, Steve

2012-01-01

Peer assistance activities can strengthen online learning environments. And yet, like other professional adult learners, working post licensure nurses attending university part time to upgrade their credentials may have limited interest in student-to-student interaction. Some intentionally choose asynchronous self-paced courses so they can work on…

The Impact of a Study Abroad Experience on Preservice Teachers' Dispositions and Plans for Teaching English Language Learners

ERIC Educational Resources Information Center

Pilonieta, Paola; Medina, Adriana L.; Hathaway, Jennifer I.

2017-01-01

This study explored how a study abroad experience affected preservice teachers' (PSTs') dispositions towards and plans for teaching English Language Learners (ELLs). This qualitative study involved 16 elementary education initial licensure PSTs who participated in a 2-month study abroad trip to Germany. Data in the form of surveys, interviews, and…

State medical licensure for telemedicine and teleradiology.

PubMed

Hunter, Tim B; Weinstein, Ronald S; Krupinski, Elizabeth A

2015-04-01

Physician medical licensure is state based for historical and constitutional reasons. It may also provide the best method for guaranteeing patient protection from unqualified, incompetent, impaired, or unprofessional practitioners of medicine. However, a significant cost for physicians practicing telemedicine is having to obtain multiple state medical licenses. There is reasonable likelihood that model legislation for the practice of telemedicine across state boundaries will be passed in the next few years, providing physicians with a simpler process for license reciprocity in multiple states via interstate licensing compacts. Physicians would have to be licensed in the state in which the patient resides. Patient complaints would still be adjudicated by the medical licensing board in the state where the patient resides according applicable state legislation.

Framework for Assessing the ICT Competency in Teachers up to the Requirements of "Teacher" Occupational Standard

ERIC Educational Resources Information Center

Avdeeva, Svetlana; Zaichkina, Olga; Nikulicheva, Nataliya; Khapaeva, Svetlana

2016-01-01

The paper deals with problems of working out a test framework for the assessment of teachers' ICT competency in line with the requirements of "Teacher" occupational standard. The authors have analyzed the known approaches to assessing teachers' ICT competency--ISTE Standards and UNESCO ICT CFT and have suggested their own approach to…

K-12 Online and Blended Teacher Licensure: Striking a Balance between Policy and Preparedness

ERIC Educational Resources Information Center

Archambault, Leanna; DeBruler, Kristen; Freidhoff, Joseph

2014-01-01

As the number of K-12 students participating in various forms of online learning steadily rises, teacher quality is of paramount concern. This article explores the theoretical underpinnings surrounding quality teaching in online settings as well as practical considerations for what teachers should know and be able to do in online environments.…

A Short Profile of Hypnotherapy Licensure in Israel.

PubMed

Binyaminy, Binyamin; Haas, Eric J

2016-01-01

In Israel, only physicians, dentists, and psychologists who complete an accredited licensing process may practice hypnosis. This study examines the characteristics of hypnotherapists compared to nonhypnotherapists in the same discipline. All hypnotherapists in Israel were compared to nonhypnotherapist health professionals. There are more subspecialists among hypnotists, and the most common specialties were psychiatry, pediatric dentistry, and clinical psychology. These findings imply self-sorting of hypnotists as a result of the regulation in Israel. Licensure of hypnotherapists could be useful in other countries by comprehensive follow-up of all licensed hypnotists and by improving public and health professional perceptions of the field and its relevance to clinical practice.

Using a Facebook Group as a Forum to Distribute, Answer and Discuss Content: Influence on Achievement

ERIC Educational Resources Information Center

O'Bannon, Blanche W.; Britt, Virginia G.; Beard, Jeffrey L.

2013-01-01

This study examined the effectiveness of using a Facebook group to increase preservice teachers' knowledge when one was used as a forum to share, answer, and discuss content-related questions in a technology course required for all students seeking teacher licensure. Further, it examined the students' prior use of Facebook groups, how the…

"But I Never Thought I'd Teach the Little Kids": Secondary Teachers and Early-Grades Music Instruction

ERIC Educational Resources Information Center

Salvador, Karen; Corbett, Keith

2016-01-01

Even in states with K-12 music licensure, not all music education students take a course in elementary music methods, and even fewer take a course that specifically addresses early childhood music instruction. In this article, a music teacher educator and a self-described "band guy," who initially struggled to work with young children,…

The State of State Policies for Principal Preparation Program Approval and Candidate Licensure

ERIC Educational Resources Information Center

Anderson, Erin; Reynolds, Amy

2015-01-01

Policies for principal preparation and licensure are important levers for improving school leadership. By developing a rubric of research-based practices, this University Council of Educational Administration study aims to provide a formative tool for policy makers. Using a policy analysis frame by Roach et al., this study explores the state code,…

The Writing on the Wall: Using a Facebook Group to Promote Student Achievement

ERIC Educational Resources Information Center

O'Bannon, Blanche; Britt, Virginia; Beard, Jeffrey

2014-01-01

This study examined the effectiveness of using a Facebook group to increase preservice teachers' knowledge when one was used as a forum to share, answer, and discuss content-related questions in a technology course required for all students seeking teacher licensure. Further, it examined the students' prior use of Facebook groups, how…

Should Live Patient Licensing Examinations in Dentistry Be Discontinued? Two Viewpoints: Viewpoint 1: Alternative Assessment Models Are Not Yet Viable Replacements for Live Patients in Clinical Licensure Exams and Viewpoint 2: Ethical and Patient Care Concerns About Live Patient Exams Require Full Acceptance of Justifiable Alternatives.

PubMed

Chu, Tien-Min Gabriel; Makhoul, Nicholas M; Silva, Daniela Rodrigues; Gonzales, Theresa S; Letra, Ariadne; Mays, Keith A

2018-03-01

This Point/Counterpoint article addresses a long-standing but still-unresolved debate on the advantages and disadvantages of using live patients in dental licensure exams. Two contrasting viewpoints are presented. Viewpoint 1 supports the traditional use of live patients, arguing that other assessment models have not yet been demonstrated to be viable alternatives to the actual treatment of patients in the clinical licensure process. This viewpoint also contends that the use of live patients and inherent variances in live patient treatment represent the realities of daily private practice. Viewpoint 2 argues that the use of live patients in licensure exams needs to be discontinued considering those exams' ethical dilemmas of exposing patients to potential harm, as well as their lack of reliability and validity and limited scope. According to this viewpoint, the current presence of viable alternatives means that the risk of harm inherent in live patient exams can finally be eliminated and those exams replaced with other means to confirm that candidates are qualified for licensure to practice.

High School EFL Teachers' Identity and Their Emotions towards Language Requirements

ERIC Educational Resources Information Center

Torres-Rocha, Julio César

2017-01-01

This is a study on high school English as a foreign language Colombian teacher identity. Using an interpretive research approach, I explored the influence of the National Bilingual Programme on the reconstruction of teacher identity. This study focuses on how teachers feel about language requirements associated with a language policy. Three…

Are the Gates Open to All? Teacher Licensure Accessibility at a Large Midwestern Urban University

ERIC Educational Resources Information Center

van den Hoogenhof, Suzanne

2012-01-01

The percentage of ethnically and linguistically diverse teachers in public education is very low, especially when compared to students. This is problematic for a number of reasons. First, the racial mismatch between the student body and teacher workforce in public schools perpetuates the achievement gap. Second, research shows that not only…

Investigation of Elementary Teacher Capacity to Implement Environmental Literacy Requirements

ERIC Educational Resources Information Center

Parker, Melanie Denise

2017-01-01

To uphold Maryland's environmental literacy high school graduation requirement and curricular standards, local school districts must develop programs that graduate environmentally literate students and provide effective teacher professional development. This study focused on assessing the confidence and ability of elementary teachers in a Maryland…

Correction to: CASPer, an online pre-interview screen for personal/professional characteristics: prediction of national licensure scores.

PubMed

Dore, Kelly L; Reiter, Harold I; Kreuger, Sharyn; Norman, Geoffrey R

2017-12-01

In re-examining the paper "CASPer, an online pre-interview screen for personal/professional characteristics: prediction of national licensure scores" published in AHSE (22(2), 327-336), we recognized two errors of interpretation.

A Survey of Optometry Graduates to Determine Practice Patterns: Part II: Licensure and Practice Establishment Experiences.

ERIC Educational Resources Information Center

Bleimann, Robert L.; Smith, Lee W.

1985-01-01

A summary of Part II of a two-volume study of optometry graduates conducted by the Association of Schools and Colleges of Optometry is presented. Part II includes the analysis of the graduates' licensure and practice establishment experiences. (MLW)

Completing EdTPA: TSOL Candidate Performance and Reflection

ERIC Educational Resources Information Center

Micek, Timothy A.

2017-01-01

edTPA is a pre-service assessment process designed to determine if a new teacher is ready for the job. edTPA is part of a national movement towards the use of performance assessments in teacher education. As of 2014, 41 states (a) require a state-approved performance assessment like edTPA for program completion or for state licensure and/or state…

Assuring dental hygiene clinical competence for licensure: a national survey of dental hygiene program directors.

PubMed

Fleckner, Lucinda M; Rowe, Dorothy J

2015-02-01

To conduct a national survey of dental hygiene program directors to gain their opinions of alternative assessments of clinical competency, as qualifications for initial dental hygiene licensure. A 22 question survey, comprised of statements eliciting Likert-scale responses, was developed and distributed electronically to 341 U.S. dental hygiene program directors. Responses were tabulated and analyzed using University of California, San Francisco Qualtrics® computer software. Data were summarized as frequencies of responses to each item on the survey. The response rate was 42% (n=143). The majority of respondents (65%) agreed that graduating from a Commission on Dental Accreditation (CODA)-approved dental hygiene program and passing the national board examination was the best measure to assure competence for initial licensure. The addition of "successfully completing all program's competency evaluations" to the above core qualifications yielded a similar percentage of agreement. Most (73%) agreed that "the variability of live patients as test subjects is a barrier to standardizing the state and regional examinations," while only 29% agreed that the "use of live patients as test subjects is essential to assure competence for initial licensure." The statement that the one-time state and regional examinations have "low validity in reflecting the complex responsibilities of the dental hygienist in practice" had a high (77%) level of agreement. Most dental hygiene program directors agree that graduating from a CODA-approved dental hygiene program and passing the national board examination would ensure that a graduate has achieved clinical competence and readiness to provide comprehensive patient-centered care as a licensed dental hygienist. Copyright © 2015 The American Dental Hygienists’ Association.

Ohio's Middle Childhood Licensure Study

ERIC Educational Resources Information Center

White, Paula M.; Ross, Diane; Miller, Jennifer; Dever, Robin; Jones, Karen A.

2013-01-01

The purpose of this qualitative study was to describe middle level prepared teachers' perceptions of their practices after completing an Ohio Middle Childhood: Grades 4-9 teacher education program. Using the National Middle School Association/National Council of Accreditation of Teacher Education Initial Level Teacher Preparation Standards (2001)…

Fast tracking the vaccine licensure process to control an epidemic of serogroup B meningococcal disease in New Zealand.

PubMed

Lennon, Diana; Jackson, Catherine; Wong, Sharon; Horsfall, Maraekura; Stewart, Joanna; Reid, Stewart

2009-08-15

Epidemics of serogroup B meningococcal disease are rare. Strain-specific outer membrane vesicle vaccines, which are not marketed, are the only current tool for control. A correlate of protection is ill defined, but published data suggest that measured serum bactericidal antibody levels parallel efficacy. Even infants can mount a strain-specific antibody response to a strain-specific vaccine. New Zealand's epidemic (1991-2007; peak rate [in 2001], 17.4 cases per 100,000 persons) was dominated by a single strain. After a 5-year search (1996-2001) for a manufacturer for a strain-specific outer membrane vesicle vaccine, a fast-tracked research program (2002-2004) determined the safety and immunogenicity of vaccine in infants (2 age groups: 6-10 weeks and 6-8 months), children (age, 16-24 months), and school-aged children (age, 8-12 years) after an adult trial. The vaccine was reactogenic, compared with control vaccines (meningococcal C conjugate and routine infant vaccines), but retention was high. Three vaccine doses produced antibody levels (measured by serum bactericidal assay) that were considered to be adequate for public health intervention. However, in young infants, a fourth dose was required to achieve levels equivalent to those achieved by other age groups. Provisional licensure by New Zealand's MedSafe was based on serological criteria strengthened by bridged safety data from studies of the parent outer membrane vesicle vaccine, independent assessment of manufacturing quality, and a clear plan for safety monitoring and effectiveness evaluation after licensure.

Post-licensure safety surveillance for human papillomavirus-16/18-AS04-adjuvanted vaccine: more than 4 years of experience

PubMed Central

Angelo, Maria-Genalin; Zima, Julia; Tavares Da Silva, Fernanda; Baril, Laurence; Arellano, Felix

2014-01-01

Purpose To summarise post-licensure safety surveillance over more than 4 years of routine use of the human papillomavirus-16/18-AS04-adjuvanted vaccine (HPV-16/18 vaccine: Cervarix®, GlaxoSmithKline, Belgium). Methods We describe global post-licensure passive surveillance data based on routine pharmacovigilance from 18 May 2007 until 17 November 2011 and enhanced surveillance implemented during the 2-year national immunisation programme in the UK (school years 2008–2010). Results Spontaneous reports from countries worldwide showed a similar pattern for the most frequently reported adverse events after HPV-16/18 vaccination. No patterns or trends were observed for potential immune-mediated diseases after vaccination. Observed incidences of Bell's palsy and confirmed Guillain–Barré syndrome were within the expected range in the general population. Outcomes of pregnancy in women who were inadvertently exposed to HPV-16/18 vaccine during pregnancy, were in line with published reports for similar populations. Enhanced surveillance of adverse events in the UK triggered a review of cases of anaphylaxis, angioedema and syncope reports, leading to an update to the prescribing information. Conclusion Collaborative partnerships between industry and national regulatory agencies facilitated rapid notification and transfer of safety information, allowing for rapid responses in the event of a safety signal of adverse event of concern. More than 4 years of post-licensure experience may provide confidence to providers and the public about the safety profile of HPV-16/18 vaccine in routine use. The safety profile appears to be consistent with pre-licensure data reporting that HPV-16/18 vaccine has an acceptable benefit–risk profile in adolescent girls and women. PMID:24644078

Georgia's Teacher Performance Assessment

ERIC Educational Resources Information Center

Fenton, Anne Marie; Wetherington, Pamela

2016-01-01

Like most states, Georgia until recently depended on an assessment of content knowledge to award teaching licenses, along with a licensure recommendation from candidates' educator preparation programs. While the content assessment reflected candidates' grasp of subject matter, licensure decisions did not hinge on direct, statewide assessment of…

Content Knowledge Reading Assessment: A Policy Change Impacting Elementary Education Candidates' Preparation

ERIC Educational Resources Information Center

Rutherford, Angela; Carter, LeAnn; Riley, Monica; Platt, Sara

2017-01-01

This article examines data from three educator preparation programs in one southern state prior to a new licensure policy requirement for elementary education teachers. Previously, the state required educator preparation programs to offer two 3-hour courses focused on early literacy and a total of fifteen hours in reading and/or language arts…

45 CFR 61.7 - Reporting licensure actions taken by Federal or State licensing and certification agencies.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 1 2011-10-01 2011-10-01 false Reporting licensure actions taken by Federal or State licensing and certification agencies. 61.7 Section 61.7 Public Welfare DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL ADMINISTRATION HEALTHCARE INTEGRITY AND PROTECTION DATA BANK FOR FINAL ADVERSE...

45 CFR 61.7 - Reporting licensure actions taken by Federal or State licensing and certification agencies.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 1 2010-10-01 2010-10-01 false Reporting licensure actions taken by Federal or State licensing and certification agencies. 61.7 Section 61.7 Public Welfare DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL ADMINISTRATION HEALTHCARE INTEGRITY AND PROTECTION DATA BANK FOR FINAL ADVERSE...

45 CFR 61.7 - Reporting licensure actions taken by Federal or State licensing and certification agencies.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 45 Public Welfare 1 2012-10-01 2012-10-01 false Reporting licensure actions taken by Federal or State licensing and certification agencies. 61.7 Section 61.7 Public Welfare DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL ADMINISTRATION HEALTHCARE INTEGRITY AND PROTECTION DATA BANK FOR FINAL ADVERSE...

Post-licensure safety surveillance for human papillomavirus-16/18-AS04-adjuvanted vaccine: more than 4 years of experience.

PubMed

Angelo, Maria-Genalin; Zima, Julia; Tavares Da Silva, Fernanda; Baril, Laurence; Arellano, Felix

2014-05-01

To summarise post-licensure safety surveillance over more than 4 years of routine use of the human papillomavirus-16/18-AS04-adjuvanted vaccine (HPV-16/18 vaccine: Cervarix®, GlaxoSmithKline, Belgium). We describe global post-licensure passive surveillance data based on routine pharmacovigilance from 18 May 2007 until 17 November 2011 and enhanced surveillance implemented during the 2-year national immunisation programme in the UK (school years 2008-2010). Spontaneous reports from countries worldwide showed a similar pattern for the most frequently reported adverse events after HPV-16/18 vaccination. No patterns or trends were observed for potential immune-mediated diseases after vaccination. Observed incidences of Bell's palsy and confirmed Guillain-Barré syndrome were within the expected range in the general population. Outcomes of pregnancy in women who were inadvertently exposed to HPV-16/18 vaccine during pregnancy, were in line with published reports for similar populations. Enhanced surveillance of adverse events in the UK triggered a review of cases of anaphylaxis, angioedema and syncope reports, leading to an update to the prescribing information. Collaborative partnerships between industry and national regulatory agencies facilitated rapid notification and transfer of safety information, allowing for rapid responses in the event of a safety signal of adverse event of concern. More than 4 years of post-licensure experience may provide confidence to providers and the public about the safety profile of HPV-16/18 vaccine in routine use. The safety profile appears to be consistent with pre-licensure data reporting that HPV-16/18 vaccine has an acceptable benefit-risk profile in adolescent girls and women. © 2014 The Authors. Pharmacoepidemiology and Drug Safety published by John Wiley & Sons, Ltd.

CPR Requirements for Dental Schools and State Licensure.

ERIC Educational Resources Information Center

Mehrali, Mark C.; And Others

1993-01-01

A national survey of 55 dental schools, 53 state and territorial dental licensing agencies, and 4 regional dental testing agencies found that cardiopulmonary resuscitation has become much more prevalent within the dental profession since 1977, with all students certified at some point during training. However, few states require annual…

The Path to Advanced Practice Licensure for Clinical Nurse Specialists in Washington State.

PubMed

Schoonover, Heather

The aim of this study was to provide a review of the history and process to obtaining advanced practice licensure for clinical nurse specialists in Washington State. Before 2016, Washington State licensed certified nurse practitioners, certified nurse midwives, and certified nurse anesthetists under the designation of an advanced registered nurse practitioner; however, the state did not recognize clinical nurse specialists as advanced practice nurses. The work to drive the rule change began in 2007. The Washington Affiliate of the National Association of Clinical Nurse Specialists used the Power Elite Theory to guide advocacy activities, building coalitions and support for the desired rule changes. On January 8, 2016, the Washington State Nursing Care Quality Assurance Commission voted to amend the state's advanced practice rules, including clinical nurse specialists in the designation of an advanced practice nurse. Since the rule revision, clinical nurse specialists in Washington State have been granted advanced registered nurse practitioner licenses. Driving changes in state regulatory rules requires diligent advocacy, partnership, and a deep understanding of the state's rule-making processes. To be successful in changing rules, clinical nurse specialists must build strong partnerships with key influencers and understand the steps in practice required to make the desired changes.

The Effect of Licensure Type on the Policies, Practices, and Resident Composition of Florida Assisted Living Facilities

PubMed Central

Street, Debra; Burge, Stephanie; Quadagno, Jill

2009-01-01

Purpose: Most assisted living facility (ALF) residents are White widows in their mid- to late 80s who need assistance with activities of daily living (ADLs) because of frailty or cognitive decline. Yet, ALFs also serve younger individuals with physical disabilities, traumatic brain injury, or serious mental illness. We compare Florida ALFs with different licensure profiles by admission–discharge policies and resident population characteristics. Design and Methods: We use state administrative data and facility survey data from the Florida Study of Assisted Living (FSAL) to classify ALFs by licensure type and to determine how licensure influences ALF policies, practices, and resident population profiles. Results: Standard-licensed traditional ALFs primarily serve elderly White women with physical care needs and typically retain residents when their physical health deteriorates. Some ALFs that hold specialty licenses (extended congregate care and limited nursing services) offer extra physical care services and serve an older, more physically frail population with greater physical and cognitive challenges. ALFs with limited mental health (LMH) licenses serve clientele who are more racially and ethnically diverse, younger, and more likely to be men and single. LMH facilities also have a significant proportion of frail elder residents who live alongside these younger residents, including some who exhibit behavioral problems. LMH facilities also employ discharge policies that make it more difficult for frail elderly residents to age in place. Implications: These differences by facility type raise important quality of life issues for both the frail elderly individuals and assisted living residents who do not fit the conventional demographic profile. PMID:19363016

From Wisconsin to Wyoming and Back Again: The Journey to a Bachelor's Degree and Teacher Licensure

ERIC Educational Resources Information Center

Finkel-Hoffman, Susan

2016-01-01

Susan Finkel-Hoffman, Ed.D. is the interim director of outreach for the Department of Special and Early Childhood Education at the University of Wisconsin-Oshkosh, and a coordinator for the Northern Arapaho Teacher Education Program. In this memior Finkel-Hoffman, recalls the journey of a group of teacher education students which began almost 10…

Predictors of Success on the National Council Licensure Examination for Registered Nurses among Transfer BSN Students

ERIC Educational Resources Information Center

Fortier, Mary E.

2010-01-01

This quantitative research study (N=175) examined predictors of first time success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) among transfer students in a baccalaureate degree program (BSN). The predictors were chosen after an extensive literature review yielded few studies related to this population. Benner's…

Capital We Must Develop: Emotional Competence Educating Pre-Licensure Nursing Students.

PubMed

Waite, Roberta; McKinney, Nicole S

2016-01-01

Emotional competency is a skill commonly overlooked within the nursing curriculum. However, with the complexity of the health care environment and increased emphasis on team collaboration, nurse educators who focus on health promotion and technical, medical, and organizational competencies need to consider adding a focus on soft skills, such as emotional competency. This pilot study engaged 14 pre-licensure nursing students who were involved in an 18-month leadership program. Pre-post scores of the Emotional and Social Competency Inventory are described. Statistical significance was found with three core areas: emotional self-awareness, emotional self-control, and inspirational leadership.

Educational Planning: Implications of the 2008 Revised Interstate School Leadership Licensure Consortium Standards for School Leaders

ERIC Educational Resources Information Center

Lindahl, Ronald A.; Beach, Robert H.

2009-01-01

On November 2, 1996, the Interstate School Leadership Licensure Consortium (ISLLC), a program of the Council of Chief State School Officers (CCSSO), adopted a set of Standards for School Leaders (CCSSO, 1996). By 2005, 41 states had adopted or adapted these Standards (Sanders & Simpson, 2005). However, after almost a decade of experience with…

Statutory Requirements of Teacher Contract Laws: A Comparison of the 50 States' Continuing Contract and Teacher Tenure Laws.

ERIC Educational Resources Information Center

Gorkom, Kris Van

This publication summarizes and compares legal provisions covering teacher tenure and contracts for each of the 50 states. The report is organized in three sections. Section 1 presents a summary comparison of the provisions of Washington's teacher contract law with corresponding statutory requirements of the other 49 states. Section 2 identifies…

Meeting the goal of concurrent adolescent and adult licensure of HIV prevention and treatment strategies.

PubMed

Hume, Michelle; Lewis, Linda L; Nelson, Robert M

2017-12-01

The ability of adolescents to access safe and effective new products for HIV prevention and treatment is optimised by adolescent licensure at the same time these products are approved and marketed for adults. Many adolescent product development programmes for HIV prevention or treatment products may proceed simultaneously with adult phase III development programmes. Appropriately implemented, this strategy is not expected to delay licensure as information regarding product efficacy can often be extrapolated from adults to adolescents, and pharmacokinetic properties of drugs in adolescents are expected to be similar to those in adults. Finally, adolescents enrolled in therapeutic HIV prevention and treatment research can be considered adults, based on US Food and Drug Administration (FDA) regulations and the appropriate application of state law. The FDA permits local jurisdictions to apply state and local HIV/sexually transmitted infection minor treatment laws so that adolescents who are HIV-positive or at risk of contracting HIV may be enrolled in therapeutic or prevention trials without obtaining parental permission. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Culminating Experience Action Research Projects, Volume 2, Fall 2002.

ERIC Educational Resources Information Center

McAllister, Deborah A., Ed.; Moyer, Peggy S., Ed.

As part of the graduate teacher licensure program at the University of Tennessee at Chattanooga, candidates are required to complete an action research project during a course that coincides with the student teaching experience. The syllabus for the course, "Education 590 Culminating Experience," is included, followed by action research projects…

The Prevalence of Multiple-Choice Testing in Registered Nurse Licensure-Qualifying Nursing Education Programs in New York State.

PubMed

Birkhead, Susan; Kelman, Glenda; Zittel, Barbara; Jatulis, Linnea

The aim of this study was to describe nurse educators' use of multiple-choice questions (MCQs) in testing in registered nurse licensure-qualifying nursing education programs in New York State. This study was a descriptive correlational analysis of data obtained from surveying 1,559 nurse educators; 297 educators from 61 institutions responded (response rate [RR] = 19 percent), yielding a final cohort of 200. MCQs were reported to comprise a mean of 81 percent of questions on a typical test. Baccalaureate program respondents were equally likely to use MCQs as associate degree program respondents (p > .05) but were more likely to report using other methods of assessing student achievement to construct course grades (p < .01). Both groups reported little use of alternate format-type questions. Respondent educators reported substantial reliance upon the use of MCQs, corroborating the limited data quantifying the prevalence of use of MCQ tests in licensure-qualifying nursing education programs.

Factors and Processes That Influence E-Professionalism among Pre-Licensure Baccalaureate Nursing Students When Utilizing Social Media

ERIC Educational Resources Information Center

Skrabal, Julie

2017-01-01

There is limited research related to nursing students' social media use. Because of this, there was a need to further explore how they were using social media and their ability to maintain e-professionalism. This study discovered that pre-licensure baccalaureate nursing students are actively using multiple social media accounts on a daily basis.…

The Relationship between Rating Scales Used to Evaluate Tasks from Task Inventories for Licensure and Certification Examinations

ERIC Educational Resources Information Center

Cadle, Adrienne Woodley

2012-01-01

The first step in developing or updating a licensure or certification examination is to conduct a job or task analysis. Following completion of the job analysis, a survey validation study is performed to validate the results of the job analysis and to obtain task ratings so that an examination blueprint may be created. Psychometricians and job…

[From the licensure of vaccines to the recommendation of the Standing Committee on Vaccination in Germany : criteria for the assessment of benefits and risks].

PubMed

Pfleiderer, Michael; Wichmann, Ole

2015-03-01

Vaccines are among the most effective preventive measures in modern medicine and have led to a dramatic decline and-for a few diseases-even to the elimination of severely infectious diseases. There are some particularities of the risk-benefit assessment of vaccines compared with that of therapeutic drugs. These include the fact that vaccines are applied to healthy individuals with the aim of preventing an infectious disease, while therapeutic drugs are administered to sick people to cure them of an already acquired disease. The acceptable level of risk associated with the application of a vaccine is therefore much lower. In addition, high vaccination coverage can lead to population-level effects (e.g., the indirect protection of unvaccinated individuals) that can confer additional benefits to the population overall. When a marketing authorization application (MAA) for a novel vaccine is evaluated, conclusions are made regarding its quality, safety, and efficacy, and a benefit-risk assessment is carried out accordingly. In contrast, when deciding on the introduction of a new vaccine into a national immunization program or on a recommendation for a specific risk-group, the focus is shifted to considerations of how a licensed vaccine can be best used in a population (e.g., which immunization strategy is most effective in preventing deaths or hospitalizations, or in reducing treatment costs for the health care system). Stringent assessment criteria have been developed that require a robust safety analysis before a new vaccine is administered to humans for the first time in pre-licensure studies. Similarly, criteria are applied for calculating the benefit-risk ratio at the time of the licensure of a new vaccine in addition to during the entire post-licensure period. However, when deciding if and how a licensed vaccine can best be integrated into an existing immunization program, additional criteria are applied that are different, yet complementary to those applied for

Vaccine stability study design and analysis to support product licensure.

PubMed

Schofield, Timothy L

2009-11-01

Stability evaluation supporting vaccine licensure includes studies of bulk intermediates as well as final container product. Long-term and accelerated studies are performed to support shelf life and to determine release limits for the vaccine. Vaccine shelf life is best determined utilizing a formal statistical evaluation outlined in the ICH guidelines, while minimum release is calculated to help assure adequate potency through handling and storage of the vaccine. In addition to supporting release potency determination, accelerated stability studies may be used to support a strategy to recalculate product expiry after an unintended temperature excursion such as a cold storage unit failure or mishandling during transport. Appropriate statistical evaluation of vaccine stability data promotes strategic stability study design, in order to reduce the uncertainty associated with the determination of the degradation rate, and the associated risk to the customer.

Rhode Island Board of Medical Licensure and Discipline: Illustration of the disciplinary process as it pertains to cases involving opioid prescribing.

PubMed

McDonald, James V

Prescription-drug overuse/overdose and misuse is an important and pivotal issue to state medical boards. This is an illustration of how some cases involving overprescribing of opioids have been addressed by the Rhode Island Board of Medical Licensure and Discipline.

Making the Grade: Describing Inherent Requirements for the Initial Teacher Education Practicum

ERIC Educational Resources Information Center

Sharplin, Elaine; Peden, Sanna; Marais, Ida

2016-01-01

This study explores the development, description, and illustration of inherent requirement (IR) statements to make explicit the requirements for performance on an initial teacher education (ITE) practicum. Through consultative group processes with stakeholders involved in ITE, seven IR domains were identified. From interviews with academics,…

An Analysis of Programmatic Variables Relating to the Pass Rates on the Licensure Examination by Practical Nurses in Tennessee Technology Centers

ERIC Educational Resources Information Center

Simpson, Janis Lee

2013-01-01

The purpose of this quantitative research study was to determine the degree to which Licensed Practical Nursing programmatic variables positively correlate with select Tennessee Technology Center institution pass rates on the licensure examination--NCLEX-PNRTM. This study investigated the relationship between the dependent variable of NCLEX-PNRTM…

Investigation of Standardized Patient Ratings of Humanistic Competence on a Medical Licensure Examination Using Many-Facet Rasch Measurement and Generalizability Theory

ERIC Educational Resources Information Center

Zhang, Xiuyuan; Roberts, William L.

2013-01-01

Humanistic doctor-patient interaction has been measured for eight years using the Global Patient Assessment (GPA) tool in the national osteopathic clinical skills medical licensure examination. Standardized patients (SPs) apply the GPA tool to rate examinees' competence on doctor-patient communication, interpersonal skills, and professionalism.…

Develop, Discuss, and Decide: How New Science Teachers Use Technologies to Advance Their Practice

NASA Astrophysics Data System (ADS)

Ellis, Joshua Alexander

For decades, there has been a nationwide demand to increase the number of science teachers in K-12 education (National Commission on Excellence in Education, 1983; National Research Council [NRC], 2007). This demand is in large part due to increases in state science graduation requirements. Teacher preparation programs have been preparing new science teachers on pace with the resulting increase in demand (Ingersoll & Merrill, 2010), however, shortages have continued as up to 50% of these new teachers leave the profession within their first five years of teaching (Smith & Ingersoll, 2004), creating a "revolving door" phenomenon as districts scramble to address this early attrition with yet more beginning teachers. We need to address what Ingersoll (2012) describes as the "greening" of the teaching force: the fact that an increasingly large segment of the teaching force is comprised of beginning teachers who are at a high risk of leaving the profession. The three related studies that comprise this dissertation focus on the role of technological interventions for in-service and pre-service science teachers. The context for the first two studies is TIN, an online induction program for beginning secondary science teachers. These two studies consider the impact of technological supports on the reflective practice of participating teachers. The design interventions included VideoANT (an online video annotation tool) and Teachers as Leaders roles (a structured response protocol) for the Venture/Vexation online forum activity. The context for the third study is T3-S, a university licensure course for pre-service science teachers designed to explore technology integration in secondary science classrooms. This study investigated the impact of pre-service teacher participation in the creation of an Adventure Learning (AL) environment (Doering, 2006) on their understanding of technological, pedagogical, and content knowledge (TPACK) and its role in their future science

Using K-12 Lessons Learned about How to Balance Accessibility and Test Security to Inform Licensure, Credentialing, and Certification Exam Policies

ERIC Educational Resources Information Center

Lazarus, Sheryl S.; van den Heuvel, Jill R.; Thurlow, Martha L.

2017-01-01

This paper explores how to balance test security and accessibility on licensure, credentialing, and certification exams. It examines K-12 test security policies related to educational assessments across states to discover lessons learned about how to meet accessibility needs of individuals with disabilities while minimizing test security risks. It…

Post-licensure rapid immunization safety monitoring program (PRISM) data characterization.

PubMed

Baker, Meghan A; Nguyen, Michael; Cole, David V; Lee, Grace M; Lieu, Tracy A

2013-12-30

The Post-Licensure Rapid Immunization Safety Monitoring (PRISM) program is the immunization safety monitoring component of FDA's Mini-Sentinel project, a program to actively monitor the safety of medical products using electronic health information. FDA sought to assess the surveillance capabilities of this large claims-based distributed database for vaccine safety surveillance by characterizing the underlying data. We characterized data available on vaccine exposures in PRISM, estimated how much additional data was gained by matching with select state and local immunization registries, and compared vaccination coverage estimates based on PRISM data with other available data sources. We generated rates of computerized codes representing potential health outcomes relevant to vaccine safety monitoring. Standardized algorithms including ICD-9 codes, number of codes required, exclusion criteria and location of the encounter were used to obtain the background rates. The majority of the vaccines routinely administered to infants, children, adolescents and adults were well captured by claims data. Immunization registry data in up to seven states comprised between 5% and 9% of data for all vaccine categories with the exception of 10% for hepatitis B and 3% and 4% for rotavirus and zoster respectively. Vaccination coverage estimates based on PRISM's computerized data were similar to but lower than coverage estimates from the National Immunization Survey and Healthcare Effectiveness Data and Information Set. For the 25 health outcomes of interest studied, the rates of potential outcomes based on ICD-9 codes were generally higher than rates described in the literature, which are typically clinically confirmed cases. PRISM program's data on vaccine exposures and health outcomes appear complete enough to support robust safety monitoring. Copyright © 2013 Elsevier Ltd. All rights reserved.

Post-licensure safety surveillance of 23-valent pneumococcal polysaccharide vaccine in the Vaccine Adverse Event Reporting System (VAERS), 1990-2013.

PubMed

Miller, Elaine R; Moro, Pedro L; Cano, Maria; Lewis, Paige; Bryant-Genevier, Marthe; Shimabukuro, Tom T

2016-05-27

23-Valent pneumococcal polysaccharide vaccine, trade name Pneumovax(®)23 (PPSV23), has been used for decades in the Unites States and has an extensive clinical record. However, limited post-licensure safety assessment has been conducted. To analyze reports submitted to the Vaccine Adverse Event Reporting System (VAERS) following PPSV23 from 1990 to 2013 in order to characterize its safety profile. We searched the VAERS database for US reports following PPSV23 for persons vaccinated from 1990 to 2013. We assessed safety through: automated analysis of VAERS data, crude adverse event (AE) reporting rates based on PPSV23 doses distributed in the US market, clinical review of death reports and reports involving vaccine administered to pregnant women, and empirical Bayesian data mining to assess for disproportional reporting. During the study period, VAERS received 25,168 PPSV23 reports; 92% were non-serious, 67% were in females and 86% were in adults aged ≥19 years. When PPSV23 was administered alone, fever (43%), injection site erythema (28%) and injection site pain (25%) were the most commonly reported non-serious AEs in children. Injection site erythema (32%), injection site pain (27%) and injection site swelling (23%) were the most commonly reported non-serious AEs in adults. Of serious reports (2129, 8% of total), fever was most commonly reported in both children (69%) and adults (39%). There were 66 reports of death, four in children and 62 in adults. Clinical review of death reports did not reveal any concerning patterns that would suggest a causal association with PPSV23. No disproportional reporting of unexpected AEs was observed in empirical Bayesian data mining. We did not identify any new or unexpected safety concerns for PPSV23. The VAERS data are consistent with safety data from pre-licensure clinical trials and other post-licensure studies. Published by Elsevier Ltd.

Licensure strategy for pre- and post-exposure prophylaxis of biothrax vaccine: the first vaccine licensed using the FDA animal rule.

PubMed

Longstreth, Janice; Skiadopoulos, Mario H; Hopkins, Robert J

2016-12-01

The availability of a licensed anthrax vaccine that is safe, effective, and easy to administer for both pre- and post-exposure prophylaxis is critical to successfully manage and prevent potential anthrax attacks. BioThrax® (Anthrax Vaccine Adsorbed; AVA) is the only licensed anthrax vaccine in the US. Areas covered: Recent licensed improvements to BioThrax vaccine for pre-exposure prophylaxis (PrEP) have included an intramuscular (IM) five-dose schedule (in 2008) and a three-dose IM primary series at 0, 1 and 6 months (in 2012). Post-exposure prophylaxis (PEP) - three doses given subcutaneously (SC) at 0, 2, and 4 weeks - was licensed in 2015. We review the anthrax disease and vaccine literature that supported these licensure efforts. Expert commentary: This PEP licensure is the first time the FDA's Animal Rule has been used to license a vaccine. Additional improvements such as fewer vaccine doses and reduced time to protection are desirable for a PEP vaccine and are being pursued with next generation vaccine candidates.

Certification Requirements and Teacher Quality: A Comparison of Alternative Routes to Teaching. Working Paper 64

ERIC Educational Resources Information Center

Sass, Tim R.

2011-01-01

Traditionally, states have required individuals complete a program of study in a university-based teacher preparation program in order to be licensed to teach. In recent years, however, various "alternative certification" programs have been developed and the number of teachers obtaining teaching certificates through routes other than…

Early Educators as Agents of Social Change for Inclusive Practices: An Action Research Study

ERIC Educational Resources Information Center

Rausch, Alissa

2016-01-01

The purpose of this study was to evaluate a new course developed for students in the early childhood education (ECE) graduate and/or licensure in early childhood special education (ECSE)--a Colorado teacher licensure program--in the School of Education and Human Development at CU Denver. The study explored graduate students' learning in a course…

The Financial Education Tool Kit: Helping Teachers Meet State- Mandated Personal Finance Requirements

ERIC Educational Resources Information Center

St. Pierre, Eileen; Richert, Charlotte; Routh, Susan; Lockwood, Rachel; Simpson, Mickey

2012-01-01

States are recognizing the need for personal financial education and have begun requiring it as a condition for high school graduation. Responding to teacher requests to help them meet state-mandated financial education requirements, FCS educators in the Oklahoma Cooperative Extension Service developed a financial education tool kit. This article…

Measuring Teacher Dispositions with Different Item Structures: An Application of the Rasch Model to a Complex Accreditation Requirement

ERIC Educational Resources Information Center

Lang, W. Steve; Wilkerson, Judy R.

2008-01-01

The construct of dispositions is defined in national standards, and colleges of education are required to assess candidate dispositions to meet accreditation requirements. Similarly, there is a need to review teacher dispositions in making hiring decisions about teachers, although this need may not yet be realized. Measurement is virtually…

Quality indicators for initial licensure and discipline in nursing laws in South Korea and North Carolina.

PubMed

Kim, K K; Kjervik, D K; Foster, B

2014-03-01

The Korean regulatory framework of nursing licensure reflects that of the USA, but its content differs in some of the powers related to quality assurance. This article compares regulatory quality indicators and describes core standards in nursing regulations that are related to both initial licensure and discipline for three groups: the National Council of State Boards of Nursing, the North Carolina and the South of Korea. A descriptive, comparative law design is used to examine the differences and similarities in the quality indicators and core standards found in three documents: the National Council of State Boards of Nursing Model Act, the North Carolina Nursing Practice Act and the Korean Medical Service Act for registered nurses. The findings indicate that ten quality indicators and two standards appear in study objects. Although most of the quality indicators are common to all documents, some differences are found in terms of the scope of criminal background checks and the range of grounds for disciplinary action. These findings cannot be generalized in the USA because although the North Carolina nursing act was selected as an example of US nursing laws, nursing laws differ somewhat across states. This comparative study shows a clear opportunity to develop indicators that acknowledge the important areas of competence and good moral character and how they can improve patient safety in Korea. This study provides recommendations for Korean nursing legislative redesign and pointers for other jurisdictions to consider. © 2013 International Council of Nurses.

The influence of globalization on medical regulation: a descriptive analysis of international medical graduates registered through alternative licensure routes in Ontario.

PubMed

Yen, Wendy; Hodwitz, Kathryn; Thakkar, Niels; Martimianakis, Maria Athina Tina; Faulkner, Dan

2016-12-01

The increasing globalization of the medical profession has influenced health policy, health human resource planning, and medical regulation in Canada. Since the early 2000s, numerous policy initiatives have been created to facilitate the entry of international medical graduates (IMGs) into the Canadian workforce. In Ontario, the College of Physicians and Surgeons of Ontario (CPSO) developed alternative licensure routes to increase the ability of qualified IMGs to obtain licenses to practice. The current study provides demographic and descriptive information about the IMGs registered through the CPSO's alternative licensure routes between 2000 and 2012. An analysis of the characteristics and career trajectories of all IMGs practicing in the province sheds light on broader globalization trends and raises questions about the future of health human resource planning in Canada. As the medical profession becomes increasingly globalized, health policy and regulation will continue to be influenced by trends in international migration, concerns about global health equity, and the shifting demographics of the Canadian physician workforce. Implications for future policy development in the complex landscape of medical education and practice are discussed.

The influence of globalization on medical regulation: a descriptive analysis of international medical graduates registered through alternative licensure routes in Ontario

PubMed Central

Yen, Wendy; Hodwitz, Kathryn; Thakkar, Niels; Martimianakis, Maria Athina (Tina); Faulkner, Dan

2016-01-01

The increasing globalization of the medical profession has influenced health policy, health human resource planning, and medical regulation in Canada. Since the early 2000s, numerous policy initiatives have been created to facilitate the entry of international medical graduates (IMGs) into the Canadian workforce. In Ontario, the College of Physicians and Surgeons of Ontario (CPSO) developed alternative licensure routes to increase the ability of qualified IMGs to obtain licenses to practice. The current study provides demographic and descriptive information about the IMGs registered through the CPSO’s alternative licensure routes between 2000 and 2012. An analysis of the characteristics and career trajectories of all IMGs practicing in the province sheds light on broader globalization trends and raises questions about the future of health human resource planning in Canada. As the medical profession becomes increasingly globalized, health policy and regulation will continue to be influenced by trends in international migration, concerns about global health equity, and the shifting demographics of the Canadian physician workforce. Implications for future policy development in the complex landscape of medical education and practice are discussed. PMID:28344705

State Requirements for Teacher Evaluation Policies Promoted by Race to the Top. NCEE Evaluation Brief. NCEE 2014-4016

ERIC Educational Resources Information Center

Hallgren, Kristin; James-Burdumy, Susanne; Perez-Johnson, Irma

2014-01-01

This brief describes the extent to which states required teacher evaluation policies aligned with the Race to the Top (RTT) initiative as of spring 2012. Although teacher evaluation policies appear to be rapidly evolving, documenting policy requirements in the early years of RTT implementation can help inform policymakers about the pace of policy…

Analysis of School Leaders Licensure Assessment Content Category I-V Scores and Principal Internship Self-Assessment Scores for ISLLC Standards I-V

ERIC Educational Resources Information Center

Kelly, Michael D.

2016-01-01

This study compares School Leaders Licensure Assessment (SLLA) sub-scores with principal interns' self-assessment sub-scores (ISA) for a principal internship evaluation instrument in one educational leadership graduate program. The results of the study will be used to help establish the effectiveness of the current principal internship program,…

Towards Competence-Based Practices in Vocational Education -- What Will the Process Require from Teacher Education and Teacher Identities?

ERIC Educational Resources Information Center

Nissilä, Säde-Pirkko; Karjalainen, Asko; Koukkari, Marja; Kepanen, Pirkko

2015-01-01

Competence-based education refers to the integration of knowledge, skills, attitudes and interactivity as the intended outcomes of learning. It makes use of lifelong learning and lifelike tasks in realistic settings and requires the cooperation of teachers. This research was prompted by the desire to explain why collegial cooperation often seems…

Voices from the Other Side of the Fence: Early Childhood Teachers' Experiences with Mandatory Regulatory Requirements

ERIC Educational Resources Information Center

Bown, Kathryn; Sumsion, Jennifer

2007-01-01

Guided by feminist research principles, the study reported in this article contributes to the growing research dialogue on early childhood teachers' experiences with, and perceptions of, the impact of regulatory requirements on their teaching and on their perceptions of themselves as professionals. Specifically, three teachers from metropolitan…

Factors associated with National Council Licensure Examination-Registered Nurse success.

PubMed

Arathuzik, D; Aber, C

1998-01-01

Identification of factors associated with National Council Licensure Examination-Registered Nurse (NCLEX-RN) success is critical at public colleges of nursing with diverse student populations. This issue was the purpose of this research study. A descriptive correlational research design was used. Seventy-nine generic senior students enrolled in an urban public university participated in the study. Several internal and external blocks to success were described by the students, including family responsibilities, emotional distress, fatigue, and financial and work burdens. Significant correlations were found between success in the NCLEX-RN and cumulative undergraduate nursing program grade point average, English as the primary language spoken at home, lack of family responsibilities or demands, lack of emotional distress, and sense of competency in critical thinking. Establishment of a comprehensive data base-including factors associated with success in the NCLEX-RN and programs of advisement, tutoring, and stress management as well as classes in study skills, test taking, and NCLEX preparation-are recommended for public colleges of nursing with diverse student populations.

An Integrative Approach to Improving an Introductory Weather & Climate Course and Developing an Allied NASA Earth & Space Science Certificate Program for Pre-service Secondary Teachers (Invited)

NASA Astrophysics Data System (ADS)

Morrow, C. A.; Martin-Hansen, L.; Diem, J.; Elliott, W.

2009-12-01

An Atlanta-based partnership made up of leaders in science, education, and Georgia’s state-wide STEM Education Initiative are creating an enduring legacy of climate science education for pre-service and in-service teachers in Georgia as well as for underrepresented high school students who participate in an "Early College" program with Georgia State University (GSU). The core elements of our NASA-funded program are to infuse NASA global climate change resources and best pedagogical practice into a popular 4-credit lecture/lab course called “Introduction to Weather & Climate” (GEOG 1112) at GSU, and to establish a sustainable academic program for pre-service teachers in the College of Education called the NASA Earth & Space Science (ESS) Teacher Certificate. The NASA ESS Certificate will require candidates to accomplish the following as part of (or in addition to) standard degree and licensure requirements: 1. successfully complete a graduate section of “Introduction to Weather and Climate” (GEOG 7112), which requires lesson planning related to course content and engagement with GSU's new CO2 monitoring station whose research-quality data will provide unique hands-on opportunities for Metro Atlanta students and teachers; 2) complete an additional advanced course in climate change (GEOG 6784) plus elective hours in physical science disciplines (e.g. astronomy and physics); 3) serve as a lab teaching assistant for GEOG 1112 and a coach for a cadre of Carver Early College students who are taking the course; 4) make at least one of two teaching practica at a Georgia-based NASA Explorer School; and 5) participate or co-present in a week-long, residential, field-based, Summer Institute in Earth & Space Science intended to increase the interest, knowledge, and ability of in-service secondary science educators to fulfill climate-related standards in Earth Science and Earth Systems Science. We will evaluate, document, and disseminate (to the University System of

Modeling relationships between traditional preadmission measures and clinical skills performance on a medical licensure examination.

PubMed

Roberts, William L; Pugliano, Gina; Langenau, Erik; Boulet, John R

2012-08-01

Medical schools employ a variety of preadmission measures to select students most likely to succeed in the program. The Medical College Admission Test (MCAT) and the undergraduate college grade point average (uGPA) are two academic measures typically used to select students in medical school. The assumption that presently used preadmission measures can predict clinical skill performance on a medical licensure examination was evaluated within a validity argument framework (Kane 1992). A hierarchical generalized linear model tested relationships between the log-odds of failing a high-stakes medical licensure performance examination and matriculant academic and non-academic preadmission measures, controlling for student-and school-variables. Data includes 3,189 matriculants from 22 osteopathic medical schools tested in 2009-2010. Unconditional unit-specific model expected average log-odds of failing the examination across medical schools is -3.05 (se = 0.11) or 5%. Student-level estimated coefficients for MCAT Verbal Reasoning scores (0.03), Physical Sciences scores (0.05), Biological Sciences scores (0.04), uGPA(science) (0.07), and uGPA(non-science) (0.26) lacked association with the log-odds of failing the COMLEX-USA Level 2-PE, controlling for all other predictors in the model. Evidence from this study shows that present preadmission measures of academic ability are not related to later clinical skill performance. Given that clinical skill performance is an important part of medical practice, selection measures should be developed to identify students who will be successful in communication and be able to demonstrate the ability to systematically collect a medical history, perform a physical examination, and synthesize this information to diagnose and manage patient conditions.

Most Effective Practices in Lesson Planning

ERIC Educational Resources Information Center

Womack, Sid T.; Pepper, Stephanie; Hanna, Shellie L.; Bell, Columbus David

2015-01-01

In a previous study with 130 undergraduate teacher candidates from all licensure levels, data on candidate effectiveness were examined using factor analysis. Four factors were found in effective teaching, those being lesson planning, teacher and student reflection, safe school environment, and teacher professionalism. The present study followed…

An Evaluation of an Elementary Science Methods Course with Respect to Preservice Teacher's Pedagogical Development

ERIC Educational Resources Information Center

Lee, Carole Kwan-Ping

2012-01-01

The science methods course is a requirement for the Bachelor of Science degree in elementary education licensure program in a mid-west state university in the U.S.A. In one semester, the author decided to evaluate the effectiveness of the science methods course in pedagogical content knowledge areas such as theory, planning and implementation.…

Gathering Requirements for Teacher Tools: Strategies for Empowering Teachers through Co-Design

ERIC Educational Resources Information Center

Matuk, Camillia; Gerard, Libby; Lim-Breitbart, Jonathan; Linn, Marcia

2016-01-01

Technology can enhance teachers' practice in multiple ways. It can help them better understand patterns in their students' thinking, manage class progress at individual and group levels, and obtain evidence to inform modifications to curriculum and instruction. Such technology is most effective when it is aligned with teachers' goals and…

Content Area Literacy in Ensemble Music Education: The Before-During-After Instructional Framework

ERIC Educational Resources Information Center

Weidner, Brian N.

2018-01-01

Teacher licensure policies and state standards for English/language arts have made content area literacy a necessary component for most music teacher education programs. Unlike teachers in other areas of the school curriculum, music educators have not broadly integrated literacy into their instructional practices. The Before-During-After (B-D-A)…

Examining Changes in Certification/Licensure Requirements and the International Medical Graduate Examinee Pool

ERIC Educational Resources Information Center

McKinley, Danette W.; Hess, Brian J.; Boulet, John R.; Lipner, Rebecca S.

2014-01-01

Changes in certification requirements and examinee characteristics are likely to influence the validity of the evidence associated with interpretations made based on test data. We examined whether changes in Educational Commission for Foreign Medical Graduates (ECFMG) certification requirements over time were associated with changes in internal…

Reading, Reforms, and Resources: How Elementary Teachers Teach Literacy in Contexts of Complex Educational Policies and Required Curriculum

ERIC Educational Resources Information Center

Waldron, Chad H.

2014-01-01

This descriptive, mixed method study investigated the literacy-related contextual factors and local curricular decision-making of experienced elementary literacy teachers in one large U.S. public school district. The study's guiding research question was: How do elementary in-service teachers teach literacy within the contexts of required literacy…

An Instrument to Study State-Wide Implementation of edTPA: Validating the Levels of edTPA Integration Survey

ERIC Educational Resources Information Center

Bhatnagar, Ruchi; Kim, Jihye; Many, Joyce E.

2017-01-01

Use of edTPA for preservice teacher assessment is becoming increasingly common across the country, with some states, including Georgia, mandating the passing of the edTPA for initial teacher licensure. This state-wide study investigated whether edTPA as a new policy initiative was being integrated by the teacher education programs and faculty in…

CESAME: Providing High Quality Professional Development in Science and Mathematics for K-12 Teachers

NASA Astrophysics Data System (ADS)

Hickman, Paul

2002-04-01

It is appropriate that after almost half a century of Science and Mathematics education reform we take a look back and a peek forward to understand the present state of this wonderfully complex system. Each of the components of this system including teaching, professional development, assessment, content and the district K-12 curriculum all need to work together if we hope to provide quality science, mathematics and technology education for ALL students. How do the state and national standards drive the system? How do state policies on student testing and teacher licensure come into play? How do we improve the preparation, retention and job satisfaction of our K-12 teachers? What initiatives have made or are making a difference? What else needs to be done? What can the physics community do to support local efforts? This job is too big for any single organization or individual but we each can contribute to the effort. Our Center at Northeastern University, with support from the National Science Foundation, has a sharply defined focus: to get high quality, research-based instructional materials into the hands of K-12 classroom teachers and provide the support they need to use the materials effectively in their classrooms.

78 FR 37530 - Agency Information Collection Activities; Submission to the Office of Management and Budget for...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-21

... implementing teacher testing for state certification or licensure, consistent with Title II of the Higher... DEPARTMENT OF EDUCATION [Docket No. ED-2013-ICCD-0040] Agency Information Collection Activities... of Funds Under Title II, Part A: Improving Teacher Quality State Grants--State-Level Activity Funds...

A Comparison of Preferred Urban Administrative Dispositions between Constituency Groups

ERIC Educational Resources Information Center

Pregot, Michael

2015-01-01

This research study analyzes preferred leadership dispositions for teachers, parents, and school leaders. Respondents selected their most preferred dispositions from a list of 20 (Interstate School Leaders Licensure Consortium) leadership standards. Similarities and differences were discerned among the constituent groups. School leaders, teachers,…

Teacher to Teacher: Learning from Each Other.

ERIC Educational Resources Information Center

Duckworth, Eleanor

Thirteen teachers and a teacher educator describe a year-long graduate program for experienced teachers in which they learned from each other how to become better teachers. The program, which was situated at Harvard's Graduate School of Education, included an integrative seminar, three required courses, and two elective courses. This book is…

Managing the Foreign Language Classroom: Reflections from the Preservice Field and Beyond

ERIC Educational Resources Information Center

Evans, Elizabeth Julie

2012-01-01

Each day, foreign language teachers are faced with issues that render the control of the K-12 classroom challenging, at best, and virtually impossible at worst. Even preservice foreign language teachers, those going through a teacher education program towards K-12 licensure, understand that no content can be taught or learned if there is mayhem in…

Global Studies in Arkansas: An Experiment in Statewide Curriculum Reform.

ERIC Educational Resources Information Center

Butler, Judy D.

1999-01-01

Traces the development of global studies in Arkansas from conception to institutionalization. Focuses on the dilemmas of textbook adoption and teacher licensure, teacher preparation, and support from the Arkansas International Committee, University of Arkansas at Monticello, and Southern Arkansas University. Addresses the role of Bill and Hillary…

The 2007 Legislative Briefing

ERIC Educational Resources Information Center

Grove, Jeffrey; Gaines, Gale F., Comp.

2007-01-01

"The 2007 Legislative Briefing" is a topical summary of actions during the 2006 legislative sessions that affect education in the 16 SREB states. Topics include state budgets and the economy, tax and revenue, school finance, teacher compensation, licensure, certification and evaluation of teachers, strengthening elementary and secondary…

The fundamentals of integrating service in a post-licensure RN to BSN program.

PubMed

Washington-Brown, Linda; Ritchie, Arlene

2014-01-01

Integrating service in a post-licensure registered nurse to bachelor of science in nursing (RN to BSN) program provides licensed registered nurse (RN) students the opportunity to learn, develop, and experience different cultures while serving the community and populations in need (McKinnon & Fitzpatrick, 2012). Service to the community, integrated with academic learning can be applied in a wide variety of settings, including schools, universities, and community faith-based organizations. Academic service-learning (ASL) can involve a group of students, a classroom, or an entire school. In the RN to BSN program, the authors use a student-directed service learning approach that integrates service-learning throughout the curriculum. RN students are introduced to service-learning at program orientation prior to the start of classes and receive reinforcement and active engagement throughout the curriculum. The students and volunteer agencies receive and give benefits from the services provided and the life lessons gained through mentorship, education, and hands-on experiences.

Updated Graduation Requirements Review. A Brief to the Ministry of Education from the British Columbia Teachers' Federation. Revised

ERIC Educational Resources Information Center

British Columbia Teachers' Federation, 2016

2016-01-01

The British Columbia Teachers' Federation (BCTF) is a union of professionals that represents the 41,000 teachers in BC's public-education system. The BCTF is committed to success for every student in a strong and stable public-education system. In reviewing the current BC graduation requirements and plans for the draft curriculum in the fall of…

Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools. Sixtieth Edition, 1995-96.

ERIC Educational Resources Information Center

Tryneski, John, Ed.

This volume updates certification requirements and other pertinent information for K-12 teachers, administrators, librarians, counselors, and other school personnel. The publication lists: certification requirements for each state in the United States and the District of Columbia; recommendations of regional and national associations (Middle…

Policy Reforms and De-Professionalization of Teaching

ERIC Educational Resources Information Center

Milner, H. Richard, IV.

2013-01-01

This brief discusses how three recent popular educational reform policies move teaching towards or away from professionalization. These reforms are (1) policies that evaluate teachers based on students' annual standardized test score gains, and specifically, those based on value-added assessment; (2) fast-track teacher preparation and licensure;…

Managing Educator Talent: Promising Practices and Lessons from Midwestern States

ERIC Educational Resources Information Center

Bhatt, Monica P.; Behrstock, Ellen

2010-01-01

This policy analysis explains the need for a system approach to educator talent management. The report analyzes how state policies in the Midwest support the development of effective teachers and leaders throughout their career. The report focuses on state policies in teacher preparation including certification and licensure, recruitment and…

"They Sit Selfishly." Beginning STEM Educators' Expectations of Young Adolescent Students

ERIC Educational Resources Information Center

Jordan, Robert; DiCicco, Mike; Sabella, Laura

2017-01-01

To meet the demand for certified math and science teachers, alternative certification programs attempt to provide fast-track training and licensure of STEM-area educators (Goldhaber, Kreig, Theobald, & Brown, 2014). Teachers prepared in programs with a middle level specialization have been shown to participate in effective practices such as…

How Vocational Teachers Describe Their Vocational Teacher Identity

ERIC Educational Resources Information Center

Köpsén, Susanne

2014-01-01

Given the current demands of Swedish vocational education and the withdrawal of the requirement for formal teacher competence in vocational subject teachers, the aim of this article is to develop knowledge of what it means to be a vocational subject teacher in an upper secondary school, i.e. how vocational subject teachers describe their…

Teachers and Testing: Mentor Teachers Share Experiences

ERIC Educational Resources Information Center

Franklin, Cheryl A.; Snow-Gerono, Jennifer

2005-01-01

This article reports research conducted to describe the perceptions of mentor teachers in elementary schools who work with preservice teachers in local school-university partnerships. Teachers shared how their lives in elementary schools/classrooms have changed as a result of new standardized testing requirements. Results focus on how…

Using AN Essea Earth Systems Science Course in a Web-Enhanced Setting for Pre-Service Middle School Teachers

NASA Astrophysics Data System (ADS)

Slattery, W.

2003-12-01

The ESSEA Middle School course was originally designed as an asynchronous on-line tool for teacher professional development. The ESSEA course uses real world events such as deforestation, volcanic eruptions and hurricanes to develop content understandings of Earth systems processes and to model pedagogical best practices appropriate for middle school students. The course is structured as multiple three-week learning cycles. During week one of each cycle, participants are formed into Sphere groups to study the impact of the event under consideration on the atmosphere, biosphere, hydrosphere, or lithosphere. During week two, Event teams are formed to include members from each of the previous week's Sphere groups. Together they develop interactions between the different spheres and the event. During week three, teachers develop classroom applications and post them on-line for other participants to comment upon. On-going assessment suggests that in-service teacher participants of the on-line course are more likely to infuse inquiry-based science instruction into their classroom settings and to teach science as a subject integrating Physical science, Life science, and Earth/Space science in their own classrooms It is imperative to develop such characteristics in pre-service teachers as well. Wright State University's undergraduate Middle School teacher preparation program requires that undergraduates seeking Middle Childhood Licensure by the State of Ohio take a course in Earth Systems science that is aligned with the national and state science education standards. Towards this end the ESSEA course has been adapted for use in a web-enhanced setting. Weeks one and two (Sphere and Event study) of the ESSEA Middle School course are used as an integral component of this Earth Systems science course. In this way content knowledge and pedagogical strategies are modeled just as they are in the fully on-line course. Questions raised on-line are the topic of research or

A Vision for Teaching, Leading, and Learning: Core Teaching and Leadership Standards for Vermont Educators

ERIC Educational Resources Information Center

Vermont Agency of Education, 2013

2013-01-01

The purpose of this document is to serve as a resource for educators, leaders, districts, professional organizations, teacher education programs, and others. As each set of standards included here emphasizes the skills and knowledge needed for 21st century teaching and learning, they form the basis for teacher preparation, licensure, and…

Admission Requirements for Teacher Education as a Factor of Achievement

ERIC Educational Resources Information Center

Lukaš, Mirko; Samardžic, Darko

2015-01-01

Numerous researches have demonstrated the enormous role of teachers in achievements of students. Educated and motivated teacher that cares about the success of students devotes more effort to preparing the lesson and thus provides the students better conditions for achieving results. The problem occurs when teachers are not equally qualified,…

Simulation Performance and National Council Licensure Examination for Registered Nurses Outcomes: Field Research Perspectives.

PubMed

Brackney, Dana E; Lane, Susan Hayes; Dawson, Tyia; Koontz, Angie

2017-11-01

This descriptive field study examines processes used to evaluate simulation for senior-level Bachelor of Science in Nursing (BSN) students in a capstone course, discusses challenges related to simulation evaluation, and reports the relationship between faculty evaluation of student performance and National Council Licensure Examination for Registered Nurses (NCLEX-RN) first-time passing rates. Researchers applied seven terms used to rank BSN student performance (n = 41, female, ages 22-24 years) in a senior-level capstone simulation. Faculty evaluation was correlated with students' NCLEX-RN outcomes. Students evaluated as "lacking confidence" and "flawed" were less likely to pass the NCLEX-RN on the first attempt. Faculty evaluation of capstone simulation performance provided additional evidence of student preparedness for practice in the RN role, as evidenced by the relationship between the faculty assessment and NCLEX-RN success. Simulation has been broadly accepted as a powerful educational tool that may also contribute to verification of student achievement of program outcomes and readiness for the RN role.

Preservice Teachers' Adaptations to Tensions Associated with the edTPA during Its Early Implementation in New York and Washington States

ERIC Educational Resources Information Center

Meuwissen, Kevin W.; Choppin, Jeffrey M.

2015-01-01

The edTPA is a teaching performance assessment (TPA) that the states of New York and Washington implemented as a licensure requirement in 2013. While TPAs are not new modes of assessment, New York and Washington are the first states to use the edTPA specifically as a compulsory, high-stakes policy lever in an effort to strengthen the quality and…

Preference of Students on the Format of Options in a Multiple-Choice Test

ERIC Educational Resources Information Center

Oyzon, Voltaire Q.; Bendulo, Hermabeth O.; Tibus, Erlinda D.; Bande, Rhodora A.; Macalinao, Myrna L.

2016-01-01

Schools in the Philippines, especially those that are offering teacher education programs, are advised to construct examinations that are Licensure Examination for Teachers (LET)-like test items. This is because "if any aspect of a test is unfamiliar to candidates, they are likely to perform less well than they would do otherwise on…

Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness

ERIC Educational Resources Information Center

Darling-Hammond, Linda; Holtzman, Deborah J.; Gatlin, Su Jin; Heilig, Julian Vasquez

2005-01-01

Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education…

Teaching Speech-Communication: Guidelines for Teachers of the Required Speech Communication Course in Idaho Schools.

ERIC Educational Resources Information Center

Elliot, Linda; And Others

Designed to aid school districts, administrators, and teachers in meeting the Idaho Department of Education Speech Communication requirement, this pamphlet first defines the learning-teaching environment for the speech communication course, describes who should teach it, and justifies its inclusion in the school curriculum. The main part of the…

Attitudes and beliefs, about inquiry science, of middle level and secondary science teachers in northwest Arkansas and northwest Oklahoma

NASA Astrophysics Data System (ADS)

Dockers, Jean E.

A This study attempted to close gaps in the literature with regards to implementation of inquiry practices in secondary science classrooms. In addition, the areas and ways in which practice ties to beliefs and experiences in the area of inquiry were examined. This study introduces an instrument that could be used to assess teachers' attitudes and beliefs about inquiry teaching practices and potential barriers to teaching science using an inquiry approach. Because the efficacy of reform efforts rests largely with teachers, their voices need to be included in the design and implementation of inquiry---based curriculum. This study helps to clarify the need for future research to examine inquiry as a pedagogical approach. If we desire pre-service teachers to teach using an inquiry approach when they have their own classrooms, they must know how to plan, implement, and assess inquiry science lessons, not just have experienced "inquiry lessons" as a student. One unique finding in this study was in the area of licensure and teaching style. Other studies found that in general traditionally licensed teachers felt better prepared to teach. This study found that participants who were alternatively certified incorporated characteristics of inquiry less often than those with traditional certification. This indicates that more research is needed in the area of certification and the affect it may have on quality of instruction for specific content areas like science.

Content Area Reading Instruction for Secondary Teacher Candidates: A Case Study of a State-Required Online Content Area Reading Course

ERIC Educational Resources Information Center

Biggs, Brad

2014-01-01

This dissertation examined in a state-required, online preservice teacher course in content area reading instruction (CARI) at a large land-grant university in Minnesota. Few studies have been published to date on revitalized literacy teacher preparation efforts in CARI (See Vagle, Dillon, Davison-Jenkins, & LaDuca, 2005; Dillon, O'Brien,…

Communicative Learning Outcomes and World Language edTPA: Characteristics of High-Scoring Portfolios

ERIC Educational Resources Information Center

Swanson, Pete; Hildebrandt, Susan A.

2017-01-01

Teacher accountability continues to be at the forefront of educational policy in the United States, with the current focus on the Outcomes of K-12 teaching and teacher education (Cochran-Smith 2000). edTPA, a high-stakes assessment used in many states to make licensure or certification decisions, purports to measure those content-specific…

A case study of secondary teachers facilitating a historical problem-based learning instructional unit

NASA Astrophysics Data System (ADS)

Pecore, John L.

Current curriculum trends promote inquiry-based student-centered strategies as a way to foster critical thinking and learning. Problem-based learning (PBL), a type of inquiry focusing on an issue or "problem," is an instructional approach taught on the basis that science reform efforts increase scientific literacy. PBL is a constructivist approach to learning real life problems where understanding is a function of content, context, experiences, and learner goals; historical PBL situates the lesson in a historical context and provides opportunities for teaching NOS concepts. While much research exists on the benefits of historical PBL to student learning in general, more research is warranted on how teachers implement PBL in the secondary science curriculum. The purpose of this study was to examine the classroom-learning environment of four science teachers implementing a historical PBL instructional unit to identify the teachers' understandings, successes and obstacles. By identifying teachers' possible achievements and barriers with implementing a constructivist philosophy when executing historical PBL, educators and curriculum designers may improve alignment of the learning environment to constructivist principles. A qualitative interpretive case study guided this research study. The four participants of this study were purposefully and conveniently selected from biology teachers with at least three years of teaching experience, degrees in education, State Licensure, and completion of a PBL workshop. Data collection consisted of pre and post questionnaires, structured interviews, a card sort activity in which participants categorized instructional outcomes, and participant observations. Results indicated that the four teachers assimilated reform-based constructivist practices to fit within their preexisting routines and highlighted the importance of incorporating teachers' current systems into reform-based teacher instruction. While participating teachers

Teacher-Led Reforms Have a Big Advantage--Teachers

ERIC Educational Resources Information Center

Stanulis, Randi N.; Cooper, Kristy S.; Dear, Benita; Johnston, Amanda M.; Richard-Todd, Rhonda R.

2016-01-01

Becoming a better teacher by learning and implementing new ways of teaching requires time, effort, persistence, and a belief that new strategies will enhance student learning. But when educational leaders try to improve teachers and teaching from the outside, by bringing in reformers to transform how teachers engage in the core business of…

Effects of Teacher Evaluation on Teacher Job Satisfaction in Ohio

ERIC Educational Resources Information Center

Downing, Pamela R.

2016-01-01

The purpose of this quantitative study was to explore whether or not increased accountability measures found in the Ohio Teacher Evaluation System (OTES) impacted teacher job satisfaction. Student growth measures required by the OTES increased teacher accountability. Today, teachers are largely evaluated based on the results of what they do in the…

Requirements for Certification for Elementary Schools, Secondary Schools, Junior Colleges: Teachers, Counselors, Librarians, Administrators. Forty-Ninth Edition, 1984-85.

ERIC Educational Resources Information Center

Burks, Mary P.

This edition of "Requirements for Certification" updates pertinent information on certification requirements for teachers, administrators, librarians, counselors, and other school personnel in each state in the United States. Outlines are provided of recommendations on certification by the following regional and national associations: Middle…

Modes of Instruction for K-12 School Leadership Candidate Coursework and Internship Preparation in the ISLLC Standards and Candidate Gender and Candidate Scores of New York State Licensure Assessments

ERIC Educational Resources Information Center

Markson, Craig

2013-01-01

The purpose of this study was to investigate the relationships between K-12 school leadership program graduates' descriptions of their coursework and internship preparedness in the Interstate School Leaders Licensure Consortium (ISLLC) Standards among three modes of instruction (online, hybrid, and face-to-face) and their scores on Parts I and II…

Data-Based Personnel Decisions: Baker Middle's Intensive Support List

ERIC Educational Resources Information Center

Hewitt, Kimberly Kappler; Chopin, Scarlet Lilian

2015-01-01

Focused on the use of teacher evaluation data, this case was designed for use in two principal licensure courses, one on data literacy and the other on supervision and personnel. The principal of Baker Middle School has been instructed by the superintendent to use data from the state's new teacher evaluation system to determine which teachers…

Elevating Teacher Quality: Teacher Tenure Reform Applying Lessons from Other Fields

ERIC Educational Resources Information Center

Martin, Kevin M.

2016-01-01

The increased pressure of changing how teacher evaluations are conducted and increasing the level of teacher quality are pushing schools to reform. Due to changes in state mandates and federal laws, schools are required to demonstrate teacher effectiveness and student growth in teacher evaluations to assure students are receiving top quality…

The Equitable Distribution of Effective Teachers: Can States Meet the Research Challenges Required for Success?

ERIC Educational Resources Information Center

Allen, Michael

2011-01-01

One of the provisions of the No Child Left Behind Act that has gained prominence as a policy focus only in the last several years is the requirement that poor and minority children be served by highly qualified teachers to no less a degree than other, more affluent children. Under the Obama administration, the focus on "highly qualified"…

Quality M.Ed. Principal Licensure Degrees + Conscientious Students = Leader Principals

ERIC Educational Resources Information Center

Guillaume, Cindy; Vitucci, Alanna

2015-01-01

Effective educational leadership at the principal level positively correlates with quality classroom teachers and improved student achievement (Portin et al., 2009). It also fosters a caring, supportive and inter-connected environment that inspires students and engages teachers (Seashore et al., 2010). Preparing competent, effective, and caring…

Is American Teacher Education Fully up to the Common Core Requirements?

ERIC Educational Resources Information Center

Murray, Frank B.

2014-01-01

This narrative considers how well equipped today's teacher education students and faculty are to meet the demands of the new Common Core State Standards. Data from the Teacher Education Accreditation Council's national evaluation of teacher education programs gives a mixed picture that, while mostly encouraging, also reveals that some…

Requirements for Certification [of] Teachers, Counselors, Librarians, Administrators for Elementary Schools, Secondary Schools, Junior Colleges. Forty-eighth Edition, 1983-84.

ERIC Educational Resources Information Center

Woellner, Elizabeth H.

This edition of "Requirements for Certification" updates pertinent information on certification requirements for teachers, administrators, librarians, counselors, and other school personnel in each state in the United States. Outlines are provided of recommendations on certification by regional and national associations, and sources of information…

Live-attenuated tetravalent dengue vaccines: The needs and challenges of post-licensure evaluation of vaccine safety and effectiveness.

PubMed

Wichmann, Ole; Vannice, Kirsten; Asturias, Edwin J; de Albuquerque Luna, Expedito José; Longini, Ira; Lopez, Anna Lena; Smith, Peter G; Tissera, Hasitha; Yoon, In-Kyu; Hombach, Joachim

2017-10-09

Since December 2015, the first dengue vaccine has been licensed in several Asian and Latin American countries for protection against disease from all four dengue virus serotypes. While the vaccine demonstrated an overall good safety and efficacy profile in clinical trials, some key research questions remain which make risk-benefit-assessment for some populations difficult. As for any new vaccine, several questions, such as very rare adverse events following immunization, duration of vaccine-induced protection and effectiveness when used in public health programs, will be addressed by post-licensure studies and by data from national surveillance systems after the vaccine has been introduced. However, the complexity of dengue epidemiology, pathogenesis and population immunity, as well as some characteristics of the currently licensed vaccine, and potentially also future, live-attenuated dengue vaccines, poses a challenge for evaluation through existing monitoring systems, especially in low and middle-income countries. Most notable are the different efficacies of the currently licensed vaccine by dengue serostatus at time of first vaccination and by dengue virus serotype, as well as the increased risk of dengue hospitalization among young vaccinated children observed three years after the start of vaccination in one of the trials. Currently, it is unknown if the last phenomenon is restricted to younger ages or could affect also seronegative individuals aged 9years and older, who are included in the group for whom the vaccine has been licensed. In this paper, we summarize scientific and methodological considerations for public health surveillance and targeted post-licensure studies to address some key research questions related to live-attenuated dengue vaccines. Countries intending to introduce a dengue vaccine should assess their capacities to monitor and evaluate the vaccine's effectiveness and safety and, where appropriate and possible, enhance their surveillance

Teacher-Researchers in the "Zone of Proximal Development": Insights for Teacher Education.

ERIC Educational Resources Information Center

Torres, Myriam N.

This study is part of a larger project on teacher research and professional development in the Teacher Enhancement Program (TEP), a master's degree mid-career collaborative program for inservice teachers. Research was initially planned and implemented as a new course which required teachers to do a Systematic Inquiry Project (SIP) in their…

Understanding Teacher Effectiveness: Providing Feedback to Teacher Preparation Programs. Data for Action 2014

ERIC Educational Resources Information Center

Data Quality Campaign, 2014

2014-01-01

State leaders are increasingly focused on improving college and university programs that prepare teachers as a route to a high-quality teacher workforce. This work requires significant data capacity to reliably and securely link teachers with their students' achievement and growth data with the state's teacher preparation programs. This fact sheet…

Understanding Teacher Effectiveness: Significant State Data Capacity Is Required to Measure and Improve Teacher Effectiveness. Data for Action 2012

ERIC Educational Resources Information Center

Data Quality Campaign, 2012

2012-01-01

States are increasingly focused on understanding and improving teacher effectiveness. There are several funding opportunities that incentivize states to use data to inform measurements of teacher effectiveness. Local, state, and federal efforts support using data to improve teacher preparation programs. Preparation programs seek "access to data…

Role of Clinical Practice in Teacher Preparation: Perceptions of Elementary Teacher Candidates

ERIC Educational Resources Information Center

Singh, Delar K.

2017-01-01

The Council for Accreditation of Teacher Education Programs (CAEP) has established five standards to measure the effectiveness of teacher preparation programs. Clinical partnerships and practice represent "Standard 2." The CAEP requires that teacher education programs design high quality clinical practice that is central to preparation…

Inclusion of Children with Disabilities: Teachers' Attitudes and Requirements for Environmental Accommodations

ERIC Educational Resources Information Center

Gal, Eynat; Schreur, Naomi; Engel-Yeger, Batya

2010-01-01

Teachers in general education are expected to cope with students with diverse needs. They might not always be ready or sufficiently supported to meet these challenges. The current study aims at identifying child, teacher and environmental barriers to inclusion. Specifically it addresses the importance of preschool teachers' attitudes as the human…

Effective Teacher? Student Self-Evaluation of Development and Progress on a Teacher Education Programme

ERIC Educational Resources Information Center

Gossman, Peter; Horder, Sue

2016-01-01

This article examines 28 teachers' views about their teacher education requirements. The participants were enrolled on a one-year full-time pre-service teacher education programme with a focus on post-compulsory education and training. The study examines how student teachers' self-evaluations against aspects of teaching professional practice…

Do States Have Certification Requirements for Preparing General Education Teachers to Teach Students with Disabilities? Experience in the Northeast and Islands Region. Issues & Answers. REL 2010-No. 090

ERIC Educational Resources Information Center

Bocala, Candice; Morgan, Claire; Mundry, Susan; Mello, Daniel

2010-01-01

With more than half of children with disabilities being educated in the general education classroom, and with federal education law requiring improved learning outcomes for these students, preparing general education teachers to work effectively with all students is critical. This report on teacher certification requirements in the nine Northeast…

Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools. 61st Edition, 1996-97.

ERIC Educational Resources Information Center

Tryneski, John, Ed.

This publication offers an update in concise form of pertinent information for teachers, administrators, librarians, counselors, and other school personnel on certification requirements. Recommendations of regional and national associations regarding school staff responsibilities and school policies are presented, as well as current addresses for…

2005 Donor Eligibility Requirements: Unintended Consequences for Stem Cell Development.

PubMed

Couture, Larry A; Carpenter, Melissa K

2015-10-01

Several human embryonic stem cell (hESC)-derived cell therapeutics have entered clinical testing and more are in various stages of preclinical development. The U.S. Food and Drug Administration (FDA) regulates these products under existing regulations and has stated that these products do not constitute a new class of biologic. However, as human tissue, hESCs are subject to regulations that were developed before hESCs were first described. The regulations have not been revised since 2005, well before the first hESC-derived product entered clinical studies. The current regulations require donors of hESCs to be tested in the same manner as donors of tissues intended for transplantation. However, because hESC-derived cell products are more than minimally manipulated, they are also subject to the same end-of-production release testing as most other biologic agents. In effect, this makes hESC products subject to redundant testing. No other biologic is subject to a similar testing requirement. Furthermore, the regulations that require donor testing are specifically applicable to hESC cells harvested from donors after a date in 2005. It is unclear which regulations cover hESCs harvested before 2005. Ambiguity in the guidelines and redundant testing requirements have unintentionally created a burdensome regulatory paradigm for these products and reluctance on the part of developers to invest in these promising therapeutics. We propose a simple solution that would address FDA safety concerns, eliminate regulatory uncertainty and risk, and provide flexibility for the FDA in the regulation of hESC-derived cell therapies. Regulatory ambiguity concerning donor eligibility screening and testing requirements for human embryonic stem cell lines, in particular those lines created before 2005, are causing significant concern for drug developers. Technically, most of these lines fail to meet eligibility under U.S. Food and Drug Administration (FDA) rules for product licensure, and

The Impact of Teacher Quality Grants on Long-Term Professional Development of Physical Science Teachers

NASA Astrophysics Data System (ADS)

Urquhart, Mary L.; Bober, Kendra M.

2006-02-01

The Texas Higher Education Coordinating Board Teacher Quality Grants, supported through No Child Left Behind, are intended to ensure that secondary teachers of specific subjects are "highly qualified". Now in their third year, these grants have done much to shape long-term professional development for teachers in the physical sciences at the University of Texas at Dallas (UTD). The grants have also created a suite of challenges and benefits for the UTD Science Education M.A.T. program. Teacher Quality Grants are based on the No Child Left Behind framework that requires teachers to be "highly qualified" as defined by the state. Recruitment is required to be targeted at teachers who are uncertified or teach one or more classes out of their content area and who work in high needs local school districts. Many of the students brought into our program through these grants have incoming content knowledge in physics similar to that typical of undergraduate non-majors, and a large percentage are uncomfortable with basic mathematics as well. How and what we teach has been dramatically impacted by the Teacher Quality Grants, as have our assessments and evaluations. An ongoing challenge has been to implement a Physics Education Research (PER)-based course design while meeting the specific requirements of the Teacher Quality Grant program. The Teacher Quality Grants have also provided a great deal of opportunity to new and existing teachers in our program. A barrier to our teachers, rising tuition costs, has been removed and as a result a mandate has become a doorway of opportunity for physical science teachers.

The Communication Requirements of Democratic Schools: Parent-Teacher Perspectives on Their Relationships

ERIC Educational Resources Information Center

Miretzky, Debra

2004-01-01

Research on parent-teacher relationships tends to relegate parents to visitor roles in schools and to reinforce student achievement as the primary goal of parent-teacher relationships. This article argues for the recognition of the importance of talk among parents and teachers both as a research methodology and as a desirable outcome in creating…

Teachers' voices: A comparison of two secondary science teacher preparation programs

NASA Astrophysics Data System (ADS)

Kohlhaas Labuda, Kathryn

This dissertation, using cross-case qualitative methodology, investigates the salient and latent features of two philosophically different university-based secondary science teacher preparation programs. Written documents from the two programs and from the Salish I Research project provided the salient data. New teachers' interview transcripts provided the latent data. This study provides the opportunity to hear teachers voice their perceptions of preparation programs. Three questions were investigated in this research study. First, What are the salient features of two different secondary science teacher preparation programs? Second, What are the latent features of two different secondary science teacher programs as perceived by new teachers? Third, How do new secondary science teachers from different programs perceive their preservice programs? The last question incorporates teachers' perceptions of gaps and coherence in the programs and teachers' recommendations to improve their preservice programs. Salient features of the programs revealed differences in the types of certification, and the amounts and types of required course work. Both programs certified teachers at the secondary science level, but only M program certified their teachers as elementary science specialists. Program M required more semester hours of education and science course work than Program S. Although teachers from both programs perceived little coherence between their science and education courses, S-teachers presented a more fragmented picture of their education program and perceived fewer benefits from the program. Lack of relevance and courses that focused on elementary teaching were perceived as part of the problem. M-teachers perceived some cohesion through the use of cohorts in three consecutive semesters of science methods courses that provided multiple field experiences prior to student teaching. S-teachers did not perceive an organized philosophy of their program. M-teachers

Requirements for Certification For Elementary Schools, Secondary Schools, and Junior Colleges. Teachers, Counselors, Librarians, Administrators. Forty-Sixth Edition.

ERIC Educational Resources Information Center

Woellner, Elizabeth H.

This book lists certification standards for teachers, school librarians, school counselors, and administrators in each of the fifty states and the District of Columbia. Types of degrees and specializations required, duration of the certification, and application procedures are outlined. The certification recommendations of the Middle States…

Emotions and Casual Teachers: Implications of the Precariat for Initial Teacher Education

ERIC Educational Resources Information Center

Jenkins, Kathryn A.; Charteris, Jennifer; Bannister-Tyrrell, Michelle; Jones, Marguerite

2017-01-01

It is the norm for the casual teaching precariat to experience insecure labour conditions requiring an additional skill set to teachers with stable employment. As more beginning teachers than ever before commence work in casual employment--often a tenuous and unsupported transition into the profession--it is beholden on teacher educators to…

Lesson Play Tasks as a Creative Venture for Teachers and Teacher Educators

ERIC Educational Resources Information Center

Zazkis, Rina

2017-01-01

This study focuses on instances of creativity in the design of Lesson Play tasks and in prospective teachers' responses to the tasks. A Lesson Play task assumes a theatrical interpretation of the word "play" and requires teachers to write a script for an imaginary interaction between a teacher-character and student-characters, attending…

Teach the Earth: On-line Resources for Teachers and Teachers of Teachers

NASA Astrophysics Data System (ADS)

Manduca, C. A.

2007-12-01

Effective Earth science education depends on excellent teachers: teachers who not only possess a strong grasp of geoscience but are also well-versed in the pedagogic methods they need to connect with their audience. Preparing Earth science teachers is a task no less challenging that also requires strengths in both areas. The Teach the Earth website provides a variety of resources to support preparation of Earth science teachers. Here you can find collections of teaching activities addressing all aspects of the Earth system; discussions of teaching methods linked to examples of their use in geoscience courses; and the Earth Exploration Toolbook, a resource specifically designed for teachers who would like to incorporate data rich activities in their teaching. These resources are suitable for use by teachers, students in courses addressing the methodology of teaching Earth science and science, and faculty designing courses. Faculty working with current and future teachers will find a section on Preparing Teachers to Teach Earth Science with a collection of courses designed specifically to benefit future Earth Science teachers, examples of key activities in these courses, and descriptions of programs for pre-service and in-service teachers. The materials housed in this web-resource demonstrate a wide range of fruitful approaches and exciting opportunities. On the order of 25,000 individuals use the site repeatedly during the year. We estimate that 27 percent of these users are geoscience faculty and 12 percent are teachers. We invite teachers, faculty, researchers, and educators to enhance this resource by contributing descriptions of activities, courses, or programs as a mechanism for sharing their experience with others engaged in similar work.

Attitudes to proposed assessment of pharmacy skills in Korean pharmacist licensure examination.

PubMed

Kim, Joo Hee; Lee, Ju-Yeun; Lee, Young Sook; Yong, Chul-Soon; Han, Nayoung; Gwak, Hye Sun; Oh, Jungmi; Lee, Byung Koo; Lee, Sukhyang

2017-01-01

The survey aimed to obtain opinions about a proposed implementation of pharmacy skills assessment in Korean pharmacist licensure examination (KPLE). A 16-question survey was distributed electronically to 2,738 people including 570 pharmacy professors of 35 pharmacy schools, 550 preceptors from 865 practice sites and 1,618 students who graduated in 2015. The survey solicited responses concerning the adequacy of the current KPLE in assessing pharmacy knowledge/skills/attitudes, deficiencies of pharmacy skills testing in assessing the professional competencies necessary for pharmacists, plans for pharmacy skills tests in the current KPLE, and subject areas of pharmacy practice. A total of 466 surveys were returned. The current exam is not adequate for assessing skills and attitudes according to 42%-48% of respondents. Sixty percent felt that skills test is necessary to assess qualifications and professional competencies. Almost two-thirds of participants stated that testing should be implemented within 5 years. More than 60% agreed that candidates should be graduates and that written and skills test scores can be combined for pass-fail decisions. About 70% of respondents felt that the test should be less than 2 hours in duration. Over half of the respondents thought that the assessor should be a pharmacy faculty member with at least 5 years of clinical experience. Up to 70% stated that activities related to patient care were appropriate and practical for the scope of skills test. Pharmacy skills assessment was supported by the majority of respondents.

Mathematics teachers' support and retention: using Maslow's hierarchy to understand teachers' needs

NASA Astrophysics Data System (ADS)

Fisher, Molly H.; Royster, David

2016-10-01

As part of a larger study, four mathematics teachers from diverse backgrounds and teaching situations report their ideas on teacher stress, mathematics teacher retention, and their feelings about the needs of mathematics teachers, as well as other information crucial to retaining quality teachers. The responses from the participants were used to develop a hierarchy of teachers' needs that resembles Maslow's hierarchy, which can be used to better support teachers in various stages of their careers. The interviews revealed both non content-specific and content-specific needs within the hierarchy. The responses show that teachers found different schools foster different stress levels and that as teachers they used a number of resources for reducing stress. Other mathematics-specific ideas are also discussed such as the amount of content and pedagogy courses required for certification.

Requirements for Certification for Elementary Schools, Secondary Schools, Junior Colleges: Teachers, Counselors, Librarians, Administrators. Fifty-Second Edition, 1987-88.

ERIC Educational Resources Information Center

Burks, Mary Paxton

This publication offers an update of pertinent information for teachers, administrators, librarians, counselors, and other school personnel on certification requirements. Recommendations from regional and national associations on school staff responsibilities and school policies are presented, as well as current addresses for sources of…

Adjusting Language Level in Teacher-Talk in ELT Microteachings with Specific Reference to Distance Education Teacher

ERIC Educational Resources Information Center

Sarigoz, Iskender Hakki

2013-01-01

Foreign language teacher education requires microteaching practices carried out by teacher trainees for learning and assessment purposes. During microteachings, teacher trainees operate many teaching skills concurrently. Interlanguage compatible teacher-talk in the target language is essential for the production of student talk at elementary and…

Policy Changes in Brunei Teacher Education: Implications for the Selection of Trainee Teachers

ERIC Educational Resources Information Center

Mundia, Lawrence

2012-01-01

To improve quality, teacher education programs in Brunei were recently eliminated at the undergraduate level and changed to master of teaching degree courses. Prospective teachers are required to obtain content-rich initial degrees prior to applying for teacher training. This study argues that the high entry qualification to teaching may, in…

Classroom Teacher Leadership: Service-Learning for Teacher Sense of Efficacy and Servant Leadership Development

ERIC Educational Resources Information Center

Stewart, Trae

2012-01-01

Improved student achievement requires the distribution of leadership beyond one individual. Given their daily connection to students, leadership opportunities distributed to classroom teachers are key to school improvement. Complicating the development of classroom teacher leaders are attrition rates and low teacher efficacy among novice…

21 CFR 1304.45 - Internet Web site disclosure requirements.

Code of Federal Regulations, 2012 CFR

2012-04-01

..., professional degree, and States of licensure of the pharmacist-in-charge, and a telephone number at which the pharmacist-in-charge can be contacted. (4) A list of the States in which the pharmacy is licensed to dispense...

21 CFR 1304.45 - Internet Web site disclosure requirements.

Code of Federal Regulations, 2010 CFR

2010-04-01

..., professional degree, and States of licensure of the pharmacist-in-charge, and a telephone number at which the pharmacist-in-charge can be contacted. (4) A list of the States in which the pharmacy is licensed to dispense...

21 CFR 1304.45 - Internet Web site disclosure requirements.

Code of Federal Regulations, 2011 CFR

2011-04-01

..., professional degree, and States of licensure of the pharmacist-in-charge, and a telephone number at which the pharmacist-in-charge can be contacted. (4) A list of the States in which the pharmacy is licensed to dispense...

21 CFR 1304.45 - Internet Web site disclosure requirements.

Code of Federal Regulations, 2014 CFR

2014-04-01

..., professional degree, and States of licensure of the pharmacist-in-charge, and a telephone number at which the pharmacist-in-charge can be contacted. (4) A list of the States in which the pharmacy is licensed to dispense...

21 CFR 1304.45 - Internet Web site disclosure requirements.

Code of Federal Regulations, 2013 CFR

2013-04-01

..., professional degree, and States of licensure of the pharmacist-in-charge, and a telephone number at which the pharmacist-in-charge can be contacted. (4) A list of the States in which the pharmacy is licensed to dispense...

The Utility of the Metacognitive Awareness Inventory for Teachers among In-Service Teachers

ERIC Educational Resources Information Center

Kallio, Heli; Virta, Kalle; Kallio, Manne; Virta, Arja; Hjardemaal, Finn Rudolf; Sandven, Jostein

2017-01-01

The purpose of the present study is to explore the utility of the compressed version of the Metacognitive Awareness Inventory for Teachers (MAIT-18) among in-service teachers. Knowledge of teachers' awareness of metacognition is required to support students' self-regulation, with the aim of establishing modern learning methods and life-long…

Rating Teacher-Preparation Programs

ERIC Educational Resources Information Center

Von Hippel, Paul T.; Bellows, Laura

2018-01-01

Recent policies intended to improve teacher quality have focused on the preparation that teachers receive before entering the classroom. A short-lived federal rule would have required every state to assess and rank teacher-preparation programs by their graduates' impact on student learning. Though the federal rule was repealed, last year some 21…

Preparing Mathematics Teachers for Elementary High-Poverty Schools: Perceptions and Suggestions from Preservice Teachers

ERIC Educational Resources Information Center

McKinney, Sueanne E.; Berry, Robert Q., III; Jackson, Joan M.

2007-01-01

The National Council of Teachers of Mathematics articulates an ambitious vision of a high-quality mathematics program. Achieving this vision requires competent and knowledgeable teachers who can support all students in learning mathematics concepts with understanding. Effective mathematics teachers are especially needed for high-poverty schools…

Harvard Education Letter. Volume 24, Number 4, July-August 2008

ERIC Educational Resources Information Center

Chauncey, Caroline, Ed.

2008-01-01

"Harvard Education Letter" is published bimonthly by the Harvard Graduate School of Education. This issue of "Harvard Education Letter" contains the following articles: (1) Taking the Measure of New Teachers: California Shifts from Standardized Tests to Performance-Based Assessment as a Condition of Licensure (Robert Rothman);…

Culminating Experience Action Research Projects, Volume 3, Spring 2003.

ERIC Educational Resources Information Center

McAllister, Deborah A., Ed.; Moyer, Peggy S., Ed.

This document presents the course syllabus for Education 590 Culminating Experience at the University of Tennessee at Chattanooga's teacher licensure program. It also includes action research projects from spring 2003: "'To Track or Untrack...That Is the Question'" (Sarah Armes); "Providing Urban Students with the Motivation to…

Developing Community and Building Knowledge Online Using a Virtual Reality Environment and Student-Created Videos

ERIC Educational Resources Information Center

O'Connor, Eileen A.

2018-01-01

Within an online science teacher education course, an important although secondary goal was to prepare students for a high-stakes licensure portfolio at some time after course completion. Thus, various communication technologies including synchronous virtual reality meetings and asynchronous student self-created video commentaries were interwoven…

Enhancing Science and Mathematics Teacher Education: Evaluating an Enhancement Module for Science Pre-Service Teachers

ERIC Educational Resources Information Center

Woolcott, Geoff; Whannell, Robert; Pfeiffer, Linda; Yeigh, Tony; Donnelly, James; Scott, Amanda

2017-01-01

Motivated and well-trained science and mathematics teachers are a requirement for sustaining an industrialised economy. The Australian government has funded several projects to satisfy this requirement designed to improve pre-service teacher (PST) education in regional and rural Australia. One such project uses a collaboration nexus model with…

How Does a Physical Education Teacher Become a Health and Physical Education Teacher?

ERIC Educational Resources Information Center

Lynch, Timothy

2017-01-01

The purpose of this study is to explore what the role of a health and physical education (HPE) specialist teacher in the primary school entails. The new Australian Curriculum: HPE Framework requires schools and teachers to implement the HPE key learning area. Many self-perceived physical education (PE) teachers have voiced concern about not…

29 CFR 541.303 - Teachers.

Code of Federal Regulations, 2012 CFR

2012-07-01

... public schools are not uniform in requiring a certificate for employment as an elementary or secondary...: Regular academic teachers; teachers of kindergarten or nursery school pupils; teachers of gifted or... activities are a recognized part of the schools' responsibility in contributing to the educational...

29 CFR 541.303 - Teachers.

Code of Federal Regulations, 2014 CFR

2014-07-01

... public schools are not uniform in requiring a certificate for employment as an elementary or secondary...: Regular academic teachers; teachers of kindergarten or nursery school pupils; teachers of gifted or... activities are a recognized part of the schools' responsibility in contributing to the educational...

29 CFR 541.303 - Teachers.

Code of Federal Regulations, 2013 CFR

2013-07-01

... public schools are not uniform in requiring a certificate for employment as an elementary or secondary...: Regular academic teachers; teachers of kindergarten or nursery school pupils; teachers of gifted or... activities are a recognized part of the schools' responsibility in contributing to the educational...

Experiences of pre-licensure or pre-registration health professional students and their educators in working with intra-professional teams: a qualitative systematic review.

PubMed

Butcher, Diane L; MacKinnon, Karen; Bruce, Anne; Gordon, Carol; Koning, Clare

2017-04-01

Inter-professional initiatives are prevalent in the healthcare landscape, requiring professionals to collaborate effectively to provide quality patient care. Little attention has been given to intra-professional relationships, where professionals within one disciplinary domain (such as degree and diploma nursing students) collaborate to provide care. New care models are being introduced where baccalaureate and diploma students of a particular discipline (such as nursing, occupational therapy, dentistry or physiotherapy) work closely together in teams to deliver care. Questions thus arise as to how students and educators learn to work on intra-professional teams. To identify and synthesize evidence regarding experiences of pre-licensure health professional students and their educators on intra-professional teams and to draw recommendations to enhance policy and/or curriculum development. Pre-licensure students and educators, focusing on regulated health professions that have had more than one point of entry into practice. Experiences of intra-professional team learning or teaching within various entry-to-practice categories of a particular health-related discipline. Eight qualitative studies were included in the review. Seven studies were descriptive in nature; one study was a critical analysis. A comprehensive search of various databases was conducted between June 2, 2015 and August 16, 2015, and repeated in March 2016. The search considered all studies reported and published from January 1, 2001 to March 7, 2016. Only studies published in English were included in this review. Included papers were of low-to-moderate quality; however, it is important to consider that post-positivist assumptions underpinned much of the primary research, which could explain why researcher positionality and/or influence on the research would not be addressed. Data were extracted using the standardized data extraction tool from the Joanna Briggs Institute Qualitative Assessment and

Grading the teacher

NASA Astrophysics Data System (ADS)

Swartz, Clifford E.

2000-04-01

Several fads ago there was a movement to grade teachers in terms of their competency — competency-based testing. Everyone knows that there are good teachers and there are bad teachers. The trouble is, it's hard to define the categories. It's like the Supreme Court justice who couldn't define pornography, but knew it when he saw it. In New York State, prospective teachers must take tests in both pedagogy and subject material. That seems reasonable. There ought to be some minimum standards, so I thought that I would try my hand at setting up such requirements.

Teacher Productivity--1967.

ERIC Educational Resources Information Center

American Association of Colleges for Teacher Education, Washington, DC.

Teacher certification data from September 1966 to September 1967 received by the American Association of Colleges for Teacher Education from 969 member and nonmember institutions are reported in part 1 of this document. The categories include undergraduates who completed requirements for initial certification in kindergarten, elementary school,…

78 FR 20097 - Agency Information Collection Activities; Comment Request; Survey on the Use of Funds under Title...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-03

... certification or licensure, consistent with Title II of the Higher Education Act. Dated: March 28, 2013. Tomakie... DEPARTMENT OF EDUCATION [Docket No.: ED-2013-ICCD-0040] Agency Information Collection Activities; Comment Request; Survey on the Use of Funds under Title II, Part A: Improving Teacher Quality State Grants...

Preservice Special Educators' Perceptions of Collaboration and Co-Teaching during University Fieldwork: Implications for Personnel Preparation

ERIC Educational Resources Information Center

Ricci, Leila Ansari; Zetlin, Andrea; Osipova, Anna V.

2017-01-01

Special education teachers today must demonstrate effective skills in collaboration and often engage in co-teaching with general education colleagues to meet the needs of students with disabilities. In this study, we describe a university-based early fieldwork in which university students seeking teaching licensure in special education taught…

Applying Concepts of Critical Pedagogy to Qatar's Educational Reform

ERIC Educational Resources Information Center

Romanowski, Michael H.; Amatullah, Tasneem

2016-01-01

Qatar is in the midst of a systemic education reform, Education For a New Era, steered by RAND's (a nonprofit research organization) analysis and report of Qatar's Educational system. Driven by a neoliberal agenda, the reform includes international curricula, curriculum standards, teacher licensure, and professional standards for school leaders…

Principal Leadership: Applying the New Educational Leadership Constituent Council (ELCC) Standards.

ERIC Educational Resources Information Center

Wilmore, Elaine L.

This book was written to address the new standards for the preparation and development of school principals, created jointly by the National Council for the Accreditation of Teacher Education (NCATE) and the Interstate School Leader Licensure Consortium (ISLLC). These standards, known as the Educational Leadership Constituent Council standards,…

The Computer-Based Writing Program: A Clinical Teaching Experience for Education Interns to Develop Professional Knowledge and Skills in Effective Instructional Writing Practices

ERIC Educational Resources Information Center

Painter, Diane D.

2016-01-01

The four-week university-sponsored summer Computer-based Writing (CBW) Program directed by the head of a special education initial teacher licensure program gave teaching interns opportunities to work with young struggling writers in a supervised clinical setting to address keyboarding skills, writing conventions and knowledge and application of…

Teacher Dispositions and Student Achievement

ERIC Educational Resources Information Center

Vaughn, Kathleen Adams

2012-01-01

In an effort to close the achievement gap between students of minority and majority populations and between students in higher and lower economic circumstances, the National Council for the Accreditation of Teacher Education (NCATE) added instruction and evaluation of teacher dispositions to its requirements for credentialing prospective teachers.…

Attitudes to proposed assessment of pharmacy skills in Korean pharmacist licensure examination

PubMed Central

2017-01-01

Purpose The survey aimed to obtain opinions about a proposed implementation of pharmacy skills assessment in Korean pharmacist licensure examination (KPLE). Methods A 16-question survey was distributed electronically to 2,738 people including 570 pharmacy professors of 35 pharmacy schools, 550 preceptors from 865 practice sites and 1,618 students who graduated in 2015. The survey solicited responses concerning the adequacy of the current KPLE in assessing pharmacy knowledge/skills/attitudes, deficiencies of pharmacy skills testing in assessing the professional competencies necessary for pharmacists, plans for pharmacy skills tests in the current KPLE, and subject areas of pharmacy practice. Results A total of 466 surveys were returned. The current exam is not adequate for assessing skills and attitudes according to 42%–48% of respondents. Sixty percent felt that skills test is necessary to assess qualifications and professional competencies. Almost two-thirds of participants stated that testing should be implemented within 5 years. More than 60% agreed that candidates should be graduates and that written and skills test scores can be combined for pass-fail decisions. About 70% of respondents felt that the test should be less than 2 hours in duration. Over half of the respondents thought that the assessor should be a pharmacy faculty member with at least 5 years of clinical experience. Up to 70% stated that activities related to patient care were appropriate and practical for the scope of skills test. Conclusion Pharmacy skills assessment was supported by the majority of respondents. PMID:28352065

Using inquiry-based instruction with Web-based data archives to facilitate conceptual change about tides among preservice teachers

NASA Astrophysics Data System (ADS)

Ucar, Sedat

The purpose of this mixed methods study was to describe and understand preservice teachers' conceptions of tides and to explore an instructional strategy that might promote the learning of scientific concepts. The participants were preservice teachers in three initial licensure programs. A total of 80 graduate students, in secondary, middle, and early childhood education programs completed a multiple choice assessment of their knowledge of tides-related concepts. Thirty of the 80 participants were interviewed before the instruction. Nineteen of the 30 students who were interviewed also participated in the instruction and were interviewed after the instruction. These 19 students also completed both the pre-test and 18 of them completed the post-test on tides and related content. Data regarding the participants' conceptual understandings of tides were collected before and after the instruction using both qualitative and quantitative data collection methods. A multiple choice pre-test was developed by the researcher. The same test was used before and after the instructional intervention. Structured interviews were conducted with participants before and after instruction. In addition to interviews, participants were asked to write a short journal after instruction. The constant comparative method was used to analyze the qualitative data. Preservice teachers' conceptual understandings of tides were categorized under six different types of conceptual understandings. Before the instruction, all preservice teachers held alternative or alternative fragments as their types of conceptual understandings of tides, and these preservice teachers who held alternative conceptions about tides were likely to indicate that there is one tidal bulge on Earth. They tried to explain this one tidal bulge using various alternative conceptions. After completing an inquiry-based and technology-enhanced instruction of tides, preservice teachers were more likely to hold a scientific conceptual

Parental licensure.

PubMed

Lykken, D T

2001-11-01

Most of the 1,400,000 men currently locked up in American prisons would have become tax-paying neighbors had they been switched in the hospital nursery and sent home with a mature, self-supporting, married couple. The parent with whom they did go home would in most instances not have been fit to adopt someone else's baby. It is argued that perhaps the only effective way to reduce crime and the other pathologies of the growing American underclass--apart from building still more prisons--would be to require from persons wishing to birth and rear a child of their own those same minimal criteria usually expected in adoptive parents. For evolutionary reasons, human beings are reluctant to interfere with the procreational rights of any person, no matter how immature, incompetent, or unsocialized he or she might be. In consequence, human beings tend not to think about the right of the child to a reasonable opportunity for life, liberty, and the pursuit of happiness.

Does the Discussion of Socio-Scientific Issues require a Paradigm Shift in Science Teachers' Thinking?

NASA Astrophysics Data System (ADS)

Day, Stephen P.; Bryce, Tom G. K.

2011-08-01

The purpose of this study was to characterise secondary school science teachers' conceptual models of discussion, against the background that a number of researchers have found that discussion of socio-scientific issues in science classrooms is rare, somewhat discomforting for teachers and its purpose unclear. Recent research indicates that when science teachers do engage in socio-scientific discussion, the quality is poor and is teacher-centred where pupils' views do not figure prominently (far less be clarified and integrated with their scientific learning). This has led to calls for such dialogue to be conducted by humanities teachers. The question arising from such thinking is: Do science teachers hold different conceptual models of discussion from their humanities colleagues? Using semi-structured interviews, three groups each of six teachers (experienced science teachers, experienced humanities teachers, and newly qualified science teachers) were interviewed in-depth in order to characterise their conceptual understanding of discussion as a teaching strategy. Analysis of the interview transcripts utilised the constant comparison approach of grounded theory. Five conceptual models of discussion emerged from an analysis of the data-discussion: (1) as a teacher-mediated discourse; (2) as open-ended inquiry; (3) for the development of reasoning skills; (4) as mediated transfer of knowledge to real-life contexts; and (5) as practice for democratic citizenship. The results confirmed that the science teachers' emphasis tended to stress practice for democratic citizenship whereas the humanities teachers' emphasis was more towards open-ended inquiry and for the development of reasoning skills.

Meeting the Highly Qualified Teachers Challenge: The Secretary's Second Annual Report on Teacher Quality

ERIC Educational Resources Information Center

US Department of Education, 2003

2003-01-01

One of the most important provisions of the No Child Left Behind Act (NCLB) is the requirement that all teachers of core academic subjects be "highly qualified" by the end of school year 2005-2006. Key principles for recruiting and preparing future teachers have been identified as raising academic standards for teachers and lowering…

Documentation Panels Enhance Teacher Education Programs

ERIC Educational Resources Information Center

Warash, Bobbie Gibson

2005-01-01

Documentation of children's projects is advantageous to their learning process and is also a good method for student teachers to observe the process of learning. Documentation panels are a unique way to help student teachers understand how children learn. Completing a panel requires a student teacher to think through a process. Teachers must learn…

Is Teacher Education Higher Education? The Politics of Teacher Education in Israel, 1970-2010

ERIC Educational Resources Information Center

Hofman, Amos; Niederland, Doron

2012-01-01

During the past 30 years, teacher training in Israel has undergone a revolution: the teaching profession has become academic, and since the mid-1980s all teachers were required to attend either an academic college of education or a university in order to acquire a bachelor's degree and a teacher's license. Yet, despite this process of…

Teacher's Aide Guide.

ERIC Educational Resources Information Center

Coya, Liliam

The teacher's aide guide focuses on the various aspects of an aide's position in a migrant educational situation. Following the introduction, section 1 describes the aide's relationship with the teacher, duties of the aide, and materials that might be required; a glossary of commonly used school terms is also provided. Psychologically oriented,…

An Analysis of Teacher Self-Assessment and Related Student Perceptions Regarding Instructional Behavior of Junior High School Science Teachers.

ERIC Educational Resources Information Center

Smith, Sidney P.; Smith, Pat C.

Reported is an analysis of teacher self-assessment and related student perception of the instructional behavior among 208 students in grades 7-9 and their 26 science teachers. The teacher sample was a group participating in a Cooperative College-School Science Teacher Improvement Project. Each teacher was required to randomly identify four…

Should We Extend Teacher Preparation?

ERIC Educational Resources Information Center

Hawley, Willis D.

1989-01-01

Discusses the implications of five-year teacher preparation programs. Argues that different strategies and curricula should be tested and evaluated before mandating major system-wide changes in teacher certification requirements. (FMW)

Catching up to the CCSS: A Principal Navigates Out-of-Subject Instructional Leadership

ERIC Educational Resources Information Center

Quebec Fuentes, Sarah; Switzer, J. Matt; Jimerson, Jo Beth

2015-01-01

This case provides principals and principal licensure candidates an opportunity to delve into the nuances of supervising teachers in content areas, which may be unfamiliar, and to explore strategies for increasing knowledge about the structures and emphases of the "Common Core State Standards" (CCSS). The case presents issues related to…

Threats to Validity in the edTPA Video Component

ERIC Educational Resources Information Center

Choppin, Jeffrey; Meuwissen, Kevin

2017-01-01

The edTPA, a performance assessment designed to generate reliable and valid measures of teaching practice, increasingly is used as a gatekeeping mechanism for beginning teacher licensure in various states, including New York, Washington State, Wisconsin, and Georgia. One of the edTPA's key components is the demonstration of instructional practice…

Instructional Leadership: A Learning-Centered Guide.

ERIC Educational Resources Information Center

Hoy, Anita Woolfolk; Hoy, Wayne Kolter

This book was written with the assumption that teachers and administrators must work as colleagues to improve instruction and learning in schools. It was written to be consistent with the Interstate School Leaders Licensure Consortium (ISLLC) standards for school administrators, especially Standards 1 and 2, which emphasize a learning-centered…

Undergraduate educational environment, perceived preparedness for postgraduate clinical training, and pass rate on the National Medical Licensure Examination in Japan.

PubMed

Tokuda, Yasuharu; Goto, Eiji; Otaki, Junji; Jacobs, Joshua; Omata, Fumio; Obara, Haruo; Shapiro, Mina; Soejima, Kumiko; Ishida, Yasushi; Ohde, Sachiko; Takahashi, Osamu; Fukui, Tsuguya

2010-05-20

We investigated the views of newly graduating physicians on their preparedness for postgraduate clinical training, and evaluated the relationship of preparedness with the educational environment and the pass rate on the National Medical Licensure Examination (NMLE). Data were obtained from 2429 PGY-1 physicians-in-training (response rate, 36%) using a mailed cross-sectional survey. The Dundee Ready Education Environment Measure (DREEM) inventory was used to assess the learning environment at 80 Japanese medical schools. Preparedness was assessed based on 6 clinical areas related to the Association of American Medical Colleges Graduation Questionnaire. Only 17% of the physicians-in-training felt prepared in the area of general clinical skills, 29% in basic knowledge of diagnosis and management of common conditions, 48% in communication skills, 19% in skills associated with evidence-based medicine, 54% in professionalism, and 37% in basic skills required for a physical examination. There were substantial differences among the medical schools in the perceived preparedness of their graduates. Significant positive correlations were found between preparedness for all clinical areas and a better educational environment (all p < 0.01), but there were no significant associations between the pass rate on the NMLE and perceived preparedness for any clinical area, as well as pass rate and educational environment (all p > 0.05). Different educational environments among universities may be partly responsible for the differences in perceived preparedness of medical students for postgraduate clinical training. This study also highlights the poor correlation between self-assessed preparedness for practice and the NMLE.

Undergraduate educational environment, perceived preparedness for postgraduate clinical training, and pass rate on the National Medical Licensure Examination in Japan

PubMed Central

2010-01-01

Background We investigated the views of newly graduating physicians on their preparedness for postgraduate clinical training, and evaluated the relationship of preparedness with the educational environment and the pass rate on the National Medical Licensure Examination (NMLE). Methods Data were obtained from 2429 PGY-1 physicians-in-training (response rate, 36%) using a mailed cross-sectional survey. The Dundee Ready Education Environment Measure (DREEM) inventory was used to assess the learning environment at 80 Japanese medical schools. Preparedness was assessed based on 6 clinical areas related to the Association of American Medical Colleges Graduation Questionnaire. Results Only 17% of the physicians-in-training felt prepared in the area of general clinical skills, 29% in basic knowledge of diagnosis and management of common conditions, 48% in communication skills, 19% in skills associated with evidence-based medicine, 54% in professionalism, and 37% in basic skills required for a physical examination. There were substantial differences among the medical schools in the perceived preparedness of their graduates. Significant positive correlations were found between preparedness for all clinical areas and a better educational environment (all p < 0.01), but there were no significant associations between the pass rate on the NMLE and perceived preparedness for any clinical area, as well as pass rate and educational environment (all p > 0.05). Conclusion Different educational environments among universities may be partly responsible for the differences in perceived preparedness of medical students for postgraduate clinical training. This study also highlights the poor correlation between self-assessed preparedness for practice and the NMLE. PMID:20487536

To Promote, or Not to Promote Fundamental British Values? Teachers' Standards, Diversity and Teacher Education

ERIC Educational Resources Information Center

Elton-Chalcraft, Sally; Lander, Vini; Revell, Lynn; Warner, Diane; Whitworth, Linda

2017-01-01

In this article we seek to problematize the presence of the requirement within the teachers' standards (DfE, 2012), that they "should not undermine fundamental British values" in the context of initial teacher education in England. The inclusion of this statement within the teachers' code of conduct has made its way from the…

The Role of Opportunities to Learn in Teacher Preparation for EFL Teachers' Pedagogical Content Knowledge

ERIC Educational Resources Information Center

König, Johannes; Tachtsoglou, Sarantis; Lammerding, Sandra; Strauß, Sarah; Nold, Günter; Rohde, Andreas

2017-01-01

The study examines the connection between domain-specific learning opportunities in English as a foreign language (EFL) teacher preparation and preservice EFL teachers' pedagogical content knowledge (PCK). Using a sample of 444 preservice EFL teachers for secondary schools, it contrasts groups at the end of the 2 phases required in German teacher…

Credentialing high school psychology teachers.

PubMed

Weaver, Kenneth A

2014-09-01

The National Standards for High School Psychology Curricula (American Psychological Association, 2013b) require a teacher with considerable psychology content knowledge to teach high school psychology courses effectively. In this study, I examined the initial teaching credential requirements for high school psychology teachers in the 50 states plus the District of Columbia. Thirty-four states (the District of Columbia is included as a state) require the social studies credential to teach high school psychology. An analysis of the items on standardized tests used by states to validate the content knowledge required to teach social studies indicates little or no presence of psychology, a reflection of psychology's meager presence in the social studies teacher preparation curricula. Thus, new teachers with the social studies teaching credential are not prepared to teach high school psychology according to the National Standards. Approval of The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (National Council for the Social Studies, 2013) presents an opportunity to advocate for establishing a psychology credential in the 34 states. (c) 2014 APA, all rights reserved.

Policies Target Teacher-Student Cyber Talk

ERIC Educational Resources Information Center

Ash, Katie

2009-01-01

Teachers in Louisiana may soon think twice before sending a text message or e-mail to a student from a personal electronic device. A new state law requires all Louisiana districts to implement policies requiring documentation of every electronic interaction between teachers and students through a nonschool-issued device, such as a personal…

The effect of certification and preparation on teacher quality.

PubMed

Boyd, Donald; Goldhaber, Daniel; Lankford, Hamilton; Wyckoff, James

2007-01-01

To improve the quality of the teacher workforce, some states have tightened teacher preparation and certification requirements while others have eased requirements and introduced "alternative" ways of being certified to attract more people to teaching. Donald Boyd, Daniel Goldhaber, Hamilton Lankford, and James Wyckoff evaluate these seemingly contradictory strategies by examining how preparation and certification requirements affect student achivement. If strong requirements improve student outcomes and deter relatively few potential teachers, the authors say, then they may well be good policy. But if they have little effect on student achievement, if they seriously deter potential teachers, or if schools are able to identify applicants who will produce good student outcomes, then easing requirements becomes a more attractive policy. In reviewing research on these issues, the authors find that evidence is often insufficient to draw conclusions. They do find that highly selective alternative route programs can produce effective teachers who perform about the same as teachers from traditional routes after two years on the job. And they find that teachers who score well on certification exams can improve student outcomes somewhat. Limited evidence suggests that certification requirements can diminish the pool of applicants, but there is no evidence on how they affect student outcomes. And the authors find that schools have a limited ability to identify attributes in prospective teachers that allow them to improve student achievement. The authors conclude that the research evidence is simply too thin to have serious implications for policy. Given the enormous investment in teacher preparation and certification and given the possibility that these requirements may worsen student outcomes, the lack of convincing evidence is disturbing. The authors urge researchers and policymakers to work together to move to a more informed position where good resource decisions can be

Driving with Bioptic Telescopes: Organizing a Research Agenda

PubMed Central

Owsley, Cynthia

2012-01-01

Being a licensed driver in the U. S. and many other countries facilitates health and well-being. Based on the vision standards in most states, individuals with worse than 20/40 visual acuity who desire licensure are denied through the usual licensure application process. However, over 40 states have bioptic telescope licensing programs where applicants can gain licensure contingent on meeting specific requirements. In spite of the existence of the bioptic telescope and these licensing programs since the 1970s, there has been little rigorous scientific study of this topic. Here I offer an organizing perspective for a research agenda on driving with bioptic telescopes, with the long term practical goal being to provide an evidence basis for licensure policies and training programs. PMID:22863791

Upholding Public Trust: An Examination of Teacher Professionalism and the Use of Teachers' Standards in England

ERIC Educational Resources Information Center

Goepel, Janet

2012-01-01

This paper considers the nature of teacher professionalism in England today, tracing how it has changed and developed according to the impact of government policy and the introduction of standards for teachers. It examines the recently published Teachers' Standards with their emphasis on classroom practice together with the requirement for…

Decategorizing Teacher Preparation in Special Education.

ERIC Educational Resources Information Center

Stephens, Thomas M.; Joseph, Ellis A.

1982-01-01

The authors propose a model for preparing special education teachers which accepts those differences among students that require categorical decisions for instructional pruposes but not those categories existing as mere historical artifacts. Three noncategorical teacher training programs are described, and six clusters of teacher competencies are…

Preservice Agricultural Education Teachers' Mathematics Ability

ERIC Educational Resources Information Center

Stripling, Christopher T.; Roberts, T. Grady

2012-01-01

The purpose of this study was to examine the mathematics ability of the nation's preservice agricultural education teachers. Based on the results of this study, preservice teachers were not proficient in solving agricultural mathematics problems, and agricultural teacher education programs require basic and intermediate mathematics as their…

Post-licensure safety surveillance of zoster vaccine live (Zostavax®) in the United States, Vaccine Adverse Event Reporting System (VAERS), 2006-2015.

PubMed

Miller, Elaine R; Lewis, Paige; Shimabukuro, Tom T; Su, John; Moro, Pedro; Woo, Emily Jane; Jankosky, Christopher; Cano, Maria

2018-03-26

Herpes zoster (HZ), or shingles, is caused by reactivation of varicella-zoster virus in latently infected individuals. Live-attenuated HZ vaccine (zoster vaccine live, ZVL) is approved in the United States for persons aged ≥50 years and recommended by the CDC for persons ≥60 years. We analyzed U.S. reports of adverse events (AEs) following ZVL submitted to the Vaccine Adverse Event Reporting System (VAERS), a spontaneous reporting system to monitor vaccine safety, for persons vaccinated May 1, 2006, through January 31, 2015. We conducted descriptive analysis, clinical reviews of reports with selected pre-specified conditions, and empirical Bayesian data mining. VAERS received 23,092 reports following ZVL, of which 22,120 (96%) were classified as non-serious. Of reports where age was documented (n = 18,817), 83% were in persons aged ≥60 years. Reporting rates of AEs were 106 and 4.4 per 100,000 ZVL doses distributed for all reports and serious reports, respectively. When ZVL was administered alone among persons aged ≥50 years, injection site erythema (27%), HZ (17%), injection site swelling (17%), and rash (14%) were the most commonly reported symptoms among non-serious reports; HZ (29%), pain (18%), and rash (16%) were the most commonly reported symptoms among serious reports. Six reports included laboratory evidence of vaccine-strain varicella-zoster virus (Oka/Merck strain) infection; AEs included HZ, HZ- or varicella-like illness, and local reaction with vesicles. In our review of reports of death with sufficient information to determine cause (n = 46, median age 75 years), the most common causes were heart disease (n = 28), sepsis (n = 4), and stroke (n = 3). Empirical Bayesian data mining did not detect new or unexpected safety signals. Findings from our safety review of ZVL are consistent with those from pre-licensure clinical trials and other post-licensure assessments. Transient injection-site reactions, HZ, and rashes were most frequently

Improving Preservice Teachers' Expression in Read-Alouds

ERIC Educational Resources Information Center

Kerry-Moran, Kelli Jo

2016-01-01

Read-alouds play an important role in young children's literacy development. Teacher education programs include read-alouds as part of balanced literacy instruction and many preservice teachers are required to read aloud to others in their teacher education programs. There are many excellent resources teacher educators may use to help preservice…

Educator Preparation in Colorado, 1995-96.

ERIC Educational Resources Information Center

Colorado State Dept. of Education, Denver.

This report provides data on teacher education and certification in Colorado in the following formats: (1) the number of students in each of the 16 Colorado institutions of higher education approved for educator preparation programs who were recommended for licensure and endorsements during 1995-1996 (total 2517); (2) the numbers of students…

Becoming a Reflective Practitioner in the Age of Accountability

ERIC Educational Resources Information Center

Nagle, James F.

2009-01-01

Drawing on Zeichner's levels of reflection (Liston and Zeichner 1996), this study uses a fine-grain analysis of portfolio entries to describe the reflective practice of a cohort of preservice secondary education teachers as they student teach, participate in a student teaching seminar, and prepare the Vermont Licensure Portfolio. The paper raises…

A Collaborative Model of Administrative Internship: Meeting the Needs of the University and Local Districts.

ERIC Educational Resources Information Center

Peca, Kathy

The Eastern New Mexico University (ENMU) School of Education offers an educational administration program for students seeking a master's degree or licensure in educational administration. Most of the students are teachers from New Mexico and surrounding states who plan to become administrators at small and rural schools. In 1987, the New Mexico…

Creating Hybrid Instruction: A Lens for Defining Exemplary Teaching in Distance Learning.

ERIC Educational Resources Information Center

Forte-Turner, Alexandria; Schultz, Lynn; Miller-Dunleavy, Linda

The Military Career Transition Program (MCTP) at Old Dominion University (Virginia) is the primary alternative certification program for teacher licensure targeting military personnel who are transitioning into education careers. Beginning in the fall of 1998, the MCTP added distance learning to its existing course offerings at 5 of its 15 sites.…

Teachers' Health.

PubMed

Scheuch, Klaus; Haufe, Eva; Seibt, Reingard

2015-05-15

Almost 800,000 teachers were working in Germany in the 2012-13 school year. A determination of the most common medical problems in this large occupational group serves as the basis for measures that help maintain teachers' health and their ability to work in their profession. We present our own research findings, a selective review of the literature, and data derived from the German statutory health insurance scheme concerning medical disability, long-term illness, and inability to work among teachers. Compared to the general population, teachers have a more healthful lifestyle and a lower frequency of cardiovascular risk factors (except hypertension). Like non-teachers, they commonly suffer from musculoskeletal and cardiovascular diseases. Mental and psychosomatic diseases are more common in teachers than in non-teachers, as are nonspecific complaints such as exhaustion, fatigue, headache, and tension. It is commonly said that 3-5% of teachers suffer from "burnout," but reliable data on this topic are lacking, among other reasons because the term has no standard definition. The percentage of teachers on sick leave is generally lower than the overall percentage among statutory insurees; it is higher in the former East Germany than in the former West Germany. The number of teachers taking early retirement because of illness has steadily declined from over 60% in 2001 and currently stands at 19%, with an average age of 58 years, among tenured teachers taking early retirement. The main reasons for early retirement are mental and psychosomatic illnesses, which together account for 32-50% of cases. Although German law mandates the medical care of persons in the teaching professions by occupational physicians, this requirement is implemented to varying extents in the different German federal states. Teachers need qualified, interdisciplinary occupational health care with the involvement of their treating physicians.

Teachers and Psychological Reports.

ERIC Educational Resources Information Center

Rogers, George W., Jr.

The importance of the written psychological report is explored, and, in particular, its relationship to teachers' needs and requirements is discussed. Additionally, the characteristics of a "good" psychological report are listed, and teachers are advised to use these criteria in evaluating the psychological reports they are receiving. (Author)

The challenges facing initial teacher education: Irish prospective elementary teachers' mathematics subject matter knowledge

NASA Astrophysics Data System (ADS)

Hourigan, Mairéad; O'Donoghue, John

2013-01-01

Given the acknowledged relationship between teachers' knowledge, their teaching and pupil learning, teachers' mathematics subject matter knowledge (MSMK) has received increased attention internationally. As children's early mathematics experiences have been recognized as a critical stage, elementary teachers' MSMK has become a focal point among researchers and policy makers alike. International research findings have uncovered that in many cases, there is a mismatch between what is perceived to be an appropriate MSMK for teaching elementary mathematics and that demonstrated by many qualified and prospective elementary teachers. Following repeated incidences of weak MSMK during interactions with prospective elementary teachers in one Irish College of Education (provider of initial teacher education programme for elementary teachers), this study sought to examine and address the issue purposefully through two cycles of action research. This article focuses on the data collected prospective teachers' MSMK in the initial stage (reconnaissance) of these cycles, i.e. pre-test findings. While considerable differences were evident among the pre-test population, the findings suggest that prior to the intervention stage many participating prospective teachers; regardless of previous mathematics achievements or the level of mathematics study; demonstrate weaknesses and gaps in their 'common' MSMK. Particular difficulties were evident in relation to pre-test items requiring knowledge of rational numbers, conceptual understanding or problem solving. These findings highlight the inadequacy of previous mathematics achievements and indeed minimum entry requirements as predictors of MSMK for teaching. As well as its contribution at a local and national level, the findings provide an Irish perspective on this international issue.

Professional development for science teachers.

PubMed

Wilson, Suzanne M

2013-04-19

The Next Generation Science Standards will require large-scale professional development (PD) for all science teachers. Existing research on effective teacher PD suggests factors that are associated with substantial changes in teacher knowledge and practice, as well as students' science achievement. But the complexity of the U.S. educational system continues to thwart the search for a straightforward answer to the question of how to support teachers. Interventions that take a systemic approach to reform hold promise for improving PD effectiveness.

Preservice Teachers' Beliefs about the Relevance of Teacher Education Coursework and Their Confidence in Performing Related Skills.

ERIC Educational Resources Information Center

Kushner, Susan N.; And Others

Since prospective teachers' personal beliefs and attitudes about teaching is of increasing interest to teacher educators, this study investigated changes in preservice teachers' beliefs about the relevance of a required course in educational measurement and testing and their confidence in performing the skills taught in the class. The sample…

Technology Modeling by Mathematics Professors in Required Courses for Secondary Mathematics Pre-Service Teachers: A Case Study in Two Universities

ERIC Educational Resources Information Center

Asing-Cashman, Joyce G.

2011-01-01

The purpose of this qualitative case study was to examine the modeling of technology by mathematics professors in two universities in teaching required courses for secondary level pre-service mathematics teachers. Six professors participated in this case study. Their responses were documented in pre- and post-interviews and data were gathered from…

Calibrating Fundamental British Values: How Head Teachers Are Approaching Appraisal in the Light of the Teachers' Standards 2012, Prevent and the Counter-Terrorism and Security Act, 2015

ERIC Educational Resources Information Center

Revell, Lynn; Bryan, Hazel

2016-01-01

In requiring that teachers should "not undermine fundamental British values (FBV)," a phrase originally articulated in the Home Office counter-terrorism document, Prevent, the Teachers' Standards has brought into focus the nature of teacher professionalism. Teachers in England are now required to promote FBV within and outside school,…

Proficiency Teaching and the Teacher in the Field.

ERIC Educational Resources Information Center

Gonzalez, Barbara

Results of a 1983 survey of Texas foreign language teachers reveal their views and concerns about a new state law requiring all prospective language teachers to pass an oral proficiency interview for certification beginning in 1986. Of the 142 respondents, most were Spanish teachers, high school teachers, and teachers with more than 10 years…

Growing a New Generation of Music Teachers

ERIC Educational Resources Information Center

Burrack, Frederick

2009-01-01

In many parts of the United States, there is a growing shortage of music teachers to take the place of the retiring teachers. This is most evident in rural areas. If music teachers are not available to fill openings, music positions are sometimes combined, spreading music teachers too thin and requiring them to possess multiple music…

Vocational Teachers' Identity Formation through Boundary Crossing

ERIC Educational Resources Information Center

Fejes, Andreas; Köpsén, Susanne

2014-01-01

Vocational teachers' prior occupational experiences are construed as those that will guarantee high-quality teaching in vocational education, although individuals are no longer required to have formal teaching qualifications to be employed as teachers in Sweden. This lack of strict requirements raises the issue of the preparedness of vocational…

Evaluating School Principals. Tips & Tools

ERIC Educational Resources Information Center

Brown-Sims, Melissa

2010-01-01

With the need to meet a set of higher accountability standards such as Interstate School Leaders Licensure Consortium (ISLLC) Standards and the AYP benchmarks of the NCLB Act, for example, school principals are faced with the knowledge that they play a vital role in school effectiveness as well as teacher retention, parent participation, and…

Teacher Testing and the Pacific Areas.

ERIC Educational Resources Information Center

Adachi, Mitsuo

The purpose of this paper was to ascertain in some measure the direction teacher testing may take in the Pacific Area states other than Guam and Hawaii. Guam and Hawaii have installed teacher testing programs and have clearly established certification requirements that make it mandatory for teacher applicants to have baccalaureates. The other…

Leadership that promotes teacher empowerment among urban middle school science teachers

NASA Astrophysics Data System (ADS)

Howard-Skipper, Joni

In this study, the focus was on determining leadership strategies that promote teacher empowerment among urban middle school science teachers. The purpose of the paper was to determine if leadership strategies are related to teacher empowerment. The emphasis was on various forms of leadership and the empowerment of teachers in context in restructuring the democratic structure. An effective leadership in science education entails empowering others, especially science teachers. In this regard, no published studies had examined this perspective on empowering teachers and school leadership. Therefore, this study determined if a relationship exists between leadership strategy actions and teacher empowerment. The significance of the study is to determine a relationship between leadership strategies and teacher empowerment as a positive approach toward developing successful schools. Empowerment is essential for implementing serious improvements. Empowering others in schools must form a major component of an effective principal's agenda. It is becoming clearer in research literature that complex changes in education sometimes require active initiation. For this study, a quantitative methodology was used. Primary data enabled the research questions to be answered. The reliability and validity of the research were ensured. The results of this study showed that 40% of the administrators establish program policies with teachers, and 53% of teachers make decisions about new programs in schools. Furthermore, the findings, their implications, and recommendations are discussed.

A Study of the Perceptions of First-Year Teachers as Prepared Classroom Teachers

ERIC Educational Resources Information Center

Ward, Vida Jane

2015-01-01

The quality of teacher education allows first-year teachers to meet mandates at federal and state levels (Darling-Hammond, 2010a). The teaching profession is complex and requires new and innovative quality preparation programs (Wei, Andree, & Darling-Hammond, 2009). This study involved examination of the perceptions of 17 building principals…

Challenging Teacher Bias: Implementing a Community Learning Fair

ERIC Educational Resources Information Center

Lafferty, Karen Elizabeth; Pang, Valerie Ooka

2014-01-01

Required courses in teacher education programs can sometimes prompt less-than-positive responses from pre-service teachers. Multicultural teacher educators, in particular, may face resistance from prospective teachers who, believing that they do not harbor prejudices, question the need to examine their attitudes toward culturally and…

Preparing Rural Elementary Teachers.

ERIC Educational Resources Information Center

Campbell, Milo K.

During the past 14 years, the elementary rural teacher training program at Brigham Young University (BYU), Utah, has successfully provided an 8-week student teaching experience which has assisted more than 250 prospective teachers in comparing their lifestyle and interests with those of rural America. Student participants are required to live with…

Requirements, Benefits, and Concerns of Technology Education Cooperating Teachers: An Exploratory Study among Nine Midwest Universities

ERIC Educational Resources Information Center

Busby, Joe R.; Mupinga, Davison M.

2007-01-01

Student teaching experience is important in the professional preparation of teachers. Successful teaching practice hinges on the effectiveness of cooperating teachers (CTs) who spend considerable time supervising and mentoring student teachers. Unfortunately, the welfare of the cooperating teachers is often neglected, and this is detrimental to…

21 CFR 205.5 - Minimum required information for licensure.

Code of Federal Regulations, 2011 CFR

2011-04-01

... name of the partnership; (iii) If a corporation, the name and title of each corporate officer and director, the corporate names, and the name of the State of incorporation; and (iv) If a sole... as part of any renewal of such license: (1) The name, full business address, and telephone number of...

21 CFR 205.5 - Minimum required information for licensure.

Code of Federal Regulations, 2012 CFR

2012-04-01

... name of the partnership; (iii) If a corporation, the name and title of each corporate officer and director, the corporate names, and the name of the State of incorporation; and (iv) If a sole... as part of any renewal of such license: (1) The name, full business address, and telephone number of...

21 CFR 205.5 - Minimum required information for licensure.

Code of Federal Regulations, 2013 CFR

2013-04-01

... name of the partnership; (iii) If a corporation, the name and title of each corporate officer and director, the corporate names, and the name of the State of incorporation; and (iv) If a sole... as part of any renewal of such license: (1) The name, full business address, and telephone number of...

21 CFR 205.5 - Minimum required information for licensure.

Code of Federal Regulations, 2014 CFR

2014-04-01

... name of the partnership; (iii) If a corporation, the name and title of each corporate officer and director, the corporate names, and the name of the State of incorporation; and (iv) If a sole... as part of any renewal of such license: (1) The name, full business address, and telephone number of...

21 CFR 205.5 - Minimum required information for licensure.

Code of Federal Regulations, 2010 CFR

2010-04-01

... name of the partnership; (iii) If a corporation, the name and title of each corporate officer and director, the corporate names, and the name of the State of incorporation; and (iv) If a sole... as part of any renewal of such license: (1) The name, full business address, and telephone number of...

Multitiered Support Framework for Teachers' Classroom-Management Practices: Overview and Case Study of Building the Triangle for Teachers

ERIC Educational Resources Information Center

Simonsen, Brandi; MacSuga-Gage, Ashley S.; Briere, Donald E.; Freeman, Jennifer; Myers, Diane; Scott, Terrance M.; Sugai, George

2014-01-01

Many teachers enter the field without sufficient training in classroom management and continue to experience challenges throughout their careers. Therefore, school-based leaders need a multi-tiered support (MTS) framework to (a) provide training to all teachers in classroom management (Tier 1), (b) identify teachers who require additional…

Dimensions of Teacher Empowerment: Identifying New Roles for Classroom Teachers in Restructuring Schools.

ERIC Educational Resources Information Center

Klecker, Beverly; Loadman, William E.

Teacher empowerment was one of eight criteria required by the Ohio Department of Education for funding as part of its Venture Capital Schools in Ohio program. This report, part of a larger study, identifies and summarizes dimensional definitions of teacher empowerment in school restructuring literature in order to enlarge the vision of Venture…

Every Teacher Carries a Leadership Wand

ERIC Educational Resources Information Center

Tubin, Dorit

2017-01-01

Turnaround schools require empowered teachers to discover their leadership wand. Based on a case study conducted on BART Charter School, this article highlights five steps for leaders who wish to empower their teachers and allow them to lead their schools to success: (1) Let your people know; (2) Nominate the fittest, (3) Connect teachers to a…

Evaluating Student-Teacher Linkage Data in Teacher Incentive Fund (TIF) Sites: Acquisition, Verification, and System Development. The Harvesting Project

ERIC Educational Resources Information Center

Watson, Jeffery; Witham, Peter; St. Louis, Timothy

2010-01-01

The U.S. Department of Education Teacher Incentive Fund (TIF) seeks to transform education compensation systems so that principal and teacher performance (measured through classroom productivity measures) connects to compensation. Classroom-level productivity measures require robust student-teacher linkage data. Organizations such as the…

Annual Report Card on California Teacher Preparation Programs for the Academic Year 2014-2015 as Required by Title II of the Higher Education Act

ERIC Educational Resources Information Center

Suckow, Marjorie A.

2016-01-01

This report presents the "Annual Report Card on California Teacher Preparation Programs for the Academic Year 2014-2015" as required by Title II of the Higher Education Act. In 2008, the law was reauthorized and changes were made to the Title II data collection and reporting requirements. The 2008-09 reporting year was the pilot year in…

Social Studies Teachers' Views of ICT Integration

ERIC Educational Resources Information Center

Hong, Jung Eun

2016-01-01

The role of teachers is significant for information and communication technology (ICT) integration, because the use of ICT in the classroom depends on teachers' attitudes towards the concept. In other words, for successful ICT integration, teachers are required to have a positive attitude. Providing well-organized ICT teacher training is essential…

Teaching Moral Character: Two Alternatives for Teacher Education

ERIC Educational Resources Information Center

Narvaez, Darcia; Lapsley, Daniel K.

2008-01-01

Debating whether or not teachers should teach values addresses the wrong question. Education already is a values-infused enterprise. The larger question is how to train teachers for positive character formation. Two teacher education strategies are presented in this article. A "minimalist" strategy requires teacher educators to make explicit the…

Evaluating a Practicum for Gifted Education Graduate Students

ERIC Educational Resources Information Center

Wood, Betty K.; Kittler-Hunter, Karen; Robinson, Ann E.; Wood, Sarah C.

2005-01-01

Each year for the past 25 years, the Center for Gifted Education at the University of Arkansas at Little Rock conducts a three-week summer enrichment program for gifted and talented students entitled Summer Laureate/University for Youth. The program was developed to provide a practicum experience for teachers seeking either licensure or a master's…

Perspectives from Teachers' Classrooms. Action Research. Science FEAT (Science for Early Adolescence Teachers).

ERIC Educational Resources Information Center

Spiegel, Samuel A., Ed.; And Others

Action research is one of the more increasingly popular and innovative techniques for engaging teachers in shaping change in the classroom. The research in this monograph was conducted by teachers in classrooms in Florida and Georgia. Papers were selected from 65 action research papers written in fulfillment of one of the requirements of the…

Teaching Quality and Performance among Experienced Teachers in Malaysia

ERIC Educational Resources Information Center

Abd Hamid, Siti Rafiah; Syed Hassan, Sharifah Sariah; Ismail, Nik Ahmad Hisham

2012-01-01

The role of teachers has evolved from merely being teacher-centered to one that is student centered and the skills required for a quality teacher are changing too. Assessing teacher's effectiveness will not be a straight forward attempt by solely examining students' achievements or students' perceptions of their teachers' attributes. A careful…

The Arizona Performance-Based Teacher Certification Program.

ERIC Educational Resources Information Center

Kelley, Michael F.

In response to public pressures and a legislative mandate, the State of Arizona began to systematically evaluate prospective teachers while concomitantly requiring a restructuring of the Arizona teacher preparation programs at the college and university level as part of a program entitled the Arizona Performance-Based Teacher Certification…

Teacher License Reciprocity. 50-State Review

ERIC Educational Resources Information Center

Aragon, Stephanie

2017-01-01

This policy report defines and provides a 50-state review of teacher license reciprocity, explores how state-specific licensing requirements impact the teacher labor market, and includes examples of national and state efforts to facilitate reciprocity.

Education Quality and Teacher Salary.

ERIC Educational Resources Information Center

Land, Arthur J.

In view of the emphasis on money as a motivator mentioned in reports examining theoretical notions about teacher motivation, this paper focuses on the efficacy of using salary to attract quality teacher candidates. Although standarized testing and internship programs often supplement inadequate certification requirements, critics question the…

Agriculture Teachers: An Endangered Species?

ERIC Educational Resources Information Center

Hemp, Paul E.

1979-01-01

Discusses a 1978 survey highlighting some of the factors which may be related to the critical shortage of agriculture teachers in Illinois and the high rate of turnover among these teachers. These factors include the time required on the job, inadequate salaries, and large classes. (JOW)

Certification of Physical Education Teachers.

ERIC Educational Resources Information Center

Bentz, Susan K.

The author discusses various trends in the preparation of physical education teachers, including emphasis on Title IX requirements and handicapped child needs. Future directions in teacher certification are surveyed, and it is urged that certification be based upon sequential training programs rather than course accumulation-credit hour…

Cultivating Effective Pedagogical Skills in In-Service Teachers: The Role of Some Teacher Variables

ERIC Educational Resources Information Center

Amusan, Mosunmola A.

2016-01-01

Researchers have opined that pedagogical skill of the teacher is a powerful force. This study investigated variables that are required to cultivate effective pedagogical skills for teaching basic science and technology (BST) in Ogun State Primary Schools in Nigeria. A survey research design was adopted. A total of 148 teachers across the state…

"Careful, Now You Are Both the Learner and the Teacher!": Student Teachers' Evaluation of Inquiry-Based Peer Lecturing as a Tool in Teacher Training

ERIC Educational Resources Information Center

Seroussi, Dominique-Esther; Yaffe, Yossi; Sharon, Rakefet

2017-01-01

Linking between pedagogical content knowledge and high-level subject-matter knowledge in science teacher training remains a challenge. This paper analyses the reaction of beginning student teachers to an activity designed for this purpose, "peer lecturing." This activity was a part of the requirements of an introductory zoology course,…

A Teacher Proposed Heuristic for ICT Professional Teacher Development and Implementation in the South African Context

ERIC Educational Resources Information Center

du Plessis, Andre; Webb, Paul

2012-01-01

This qualitative interpretive exploratory case study investigated a sample of South African teachers' perceptions of the requirements for successful implementation of Information and Communication Technology (ICT) Professional Teacher Development (PTD) within disadvantaged South African township schools in the Port Elizabeth district in South…

The Development of Community Competence in the Teacher Education Curriculum

ERIC Educational Resources Information Center

Dobber, Marjolein; Vandyck, Inne; Akkerman, Sanne; Graaff, Rick de; Beishuizen, Jos; Pilot, Albert; Verloop, Nico; Vermunt, Jan

2013-01-01

Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay attention to and aim to stimulate the development of…

Confronting Unsuccessful Practices: Repositioning Teacher Identities in English Education

ERIC Educational Resources Information Center

Vetter, Amy; Hartman, Shana V.; Reynolds, Jeanie M.

2016-01-01

Teacher education programs attempt to prepare preservice teachers for the various challenges faced in the classroom. One particular challenge new teachers face is how to handle unsuccessful practices. This paper argues that confronting ineffective practices require that teachers respond to complex and dynamic challenges, making change difficult…

A Model of Teacher Training for the Individualization of Instruction; Educational Specifications for a Comprehensive Undergraduate and Inservice Teacher Education Program for Elementary Teachers. Final Report.

ERIC Educational Resources Information Center

Southworth, Horton C.

The Model of Teacher Training for the Individualization of Instruction, developed at the University of Pittsburgh, is predicated upon five requirements for training teachers: (1) academic education, (2) professional education, (3) competencies, (4) guidance, and (5) clinical setting. Instruction is individualized (tailored to suit the…

Teacher Dismissal and Due Process.

ERIC Educational Resources Information Center

Leichner, Edward C.; Blackstone, Sidney

1977-01-01

This article addresses due process requirements in the nonrenewal and dismissal of tenured and nontenured teachers. The Georgia Fair Dismissal Law is used as a basis for discussing the grounds for teacher dismissal. Dismissal grounds discussed are 1) incompetency; 2) insubordination; 3) willful neglect of duties; 4) immorality; 5) inciting,…

Early Career Teacher Professional Learning

ERIC Educational Resources Information Center

McCormack, Ann; Gore, Jennifer; Thomas, Kaye

2006-01-01

Becoming a teacher requires not only the development of a professional identity but the construction of professional knowledge and practice through continued professional learning. This study tracked a sample group of 16 early career teachers through their first year of teaching. The participants were encouraged to write about their experiences in…

Optimizing Conditions of Teachers' Professional Practice to Support Students with Special Educational Needs. Teacher Voice

ERIC Educational Resources Information Center

Froese-Germain, Bernie; McGahey, Bob

2012-01-01

Across the country, teachers are working to provide individualized instruction to the students in their classes. Teachers use their professional judgement to modify teaching to suit the learning needs of students. Occasionally, this modification is required as a result of students being formally identified as having a learning exceptionality. As…

Do Future Teachers Choose Wisely? A Study of Pre-Service Teachers' Personality Preference Profiles

ERIC Educational Resources Information Center

Thornton, Bill; Peltier, Gary; Hill, Gus

2005-01-01

The No Child Left Behind Act requires that all teachers in core academic subjects to be "highly qualified" by the end of the 2005-06 school year. New teacher leave the profession at an alarming rate--research indicates that 50% have left within five years of their first job. This article explores the personality types of pre-service…

Teacher Training in France in the Early 2010s

ERIC Educational Resources Information Center

Lapostolle, Guy; Chevaillier, Thierry

2011-01-01

The organisation of teacher training was thoroughly transformed in France in 2010. This transformation was the consequence of three interrelated reforms: the requirement of a Master's degree for all teachers, the new recruitment process for teachers and the integration of teacher training colleges (IUFM) into the universities. Universities are now…

Subject Qualification Vexing for Teachers in Special Education

ERIC Educational Resources Information Center

Samuels, Christina A.

2005-01-01

Subject qualification for teachers in special education is a requirement that comes from the federal No Child Left Behind Act and the reauthorized Individuals With Disabilities Education Act (IDEA). Both laws require states to define what makes a highly qualified teacher. Meeting the standard may be a particular challenge for special education…

Analyzing Online Teacher Networks: Cyber Networks Require Cyber Research Tools

ERIC Educational Resources Information Center

Schlager, Mark S.; Farooq, Umer; Fusco, Judith; Schank, Patricia; Dwyer, Nathan

2009-01-01

The authors argue that conceptual and methodological limitations in existing research approaches severely hamper theory building and empirical exploration of teacher learning and collaboration through cyber-enabled networks. They conclude that new frameworks, tools, and techniques are needed to understand and maximize the benefits of teacher…

Survey of Older Drivers’ Experiences with Florida’s Mandatory Vision Re-Screening Law for Licensure

PubMed Central

McGwin, Gerald; McCartt, Anne T.; Braitman, Keli A.; Owsley, Cynthia

2008-01-01

Purpose To document the license renewal experiences of Florida drivers ages 80 and older who must pass a visual acuity test when renewing their driver’s license. Participants A random sample of Florida residents ages 80 and older whose driver’s licenses were scheduled to expire between January 1, 2004 and June 30, 2005 as identified by the Florida Department of Highway Safety and Motor Vehicles. Methods Study participants (n=1,242 drivers) were contacted via telephone and completed a survey regarding their experiences with the license renewal process. Results The majority (80.2%) of those eligible for license renewal reportedly attempted to do so and 88.0% succeeded the first time they tried. A large percentage of drivers (88%) who failed the vision test said they sought treatment, and 77.6% of drivers who reattempted renewal reportedly passed the test. About half of drivers who did not seek renewal said they thought they would fail the vision test. The majority of those choosing not to renew their license (99.5%) reported using transportation alternatives. Conclusions This Study suggests that the Florida vision screening re-licensure law is not a deterrent to seeking license renewal for the ≥80-year-old population. Furthermore, only a small percentage of Florida drivers ages ≥ 80 years and older reported that they failed the visual acuity screening test and were denied license renewal. PMID:18432496

Theory to practice: A study of science teachers' pedagogical practices as measured by the Science Teacher Analysis Matrix (STAM) and Teacher Pedagogical Philosophy Interview (TPPI)

NASA Astrophysics Data System (ADS)

Brown, Sherri Lynne

This study continued research previously conducted by a nine-university collaborative, the Salish I Research Project, by exploring science teachers' beliefs and actions with regard to inquiry instruction. Science education reform efforts require that students learn science via inquiry. The purpose of this study was to determine and classify espoused teaching beliefs and observable teaching style. Reported are linkages between the teachers' beliefs and styles, influential coursework from College of Education and College of Liberal Arts, and outcomes of increased classroom experience. Eight participants were chosen from three separate preservice science education cohorts. Inquiry efforts require a student-centered environment as opposed to the traditional teacher-centered environment. According to the 1997 Salish I Research Collaborative, beginning teachers displayed a stark contrast between their student centered beliefs to their teacher-centered actions. The limitations of this study were as follows: (1) the participants had completed the authentic research-based inquiry science course, Knowing and Teaching Science: Just Do It; (2) the participants were currently teaching science at the secondary level; (3) the selected instruments were used in the Salish I Research Collaborative Study, and (4) instrument validity and reliability data were not available. Interview data from the Teacher Pedagogical Philosophy Interview (TPPI) instrument and observational data from the Secondary Science Teacher Analysis Matrix (STAM) instrument were statistically compiled via concept maps and matrices. Data were then represented on an ordinal scale. Interview results indicated that 87.5% of the participants professed a teacher-centered style with regard to teacher and student's actions. Observational results indicated that 56% of the participants displayed a teacher-centered style with regard to content, teacher's actions, student's actions, resources, and environment. Additionally

In Every Core Class, a Qualified Teacher...

ERIC Educational Resources Information Center

Keller, Bess

2006-01-01

This article reports the teacher-quality plans of putting a highly qualified teacher in every core class which were due to the Education Department in July 7. In the plans, states are required to describe which groups of teachers are not yet highly qualified according to the federal standard, how they would help--and prod--districts to use only…

Beginning Teacher Handbook. Occupational Specialist I, II, III.

ERIC Educational Resources Information Center

Indiana State Univ., Terre Haute. School of Technology.

This handbook is designed to familiarize the beginning secondary vocational teacher with the legal requirements and guidelines for the Indiana assistantship program for vocational teacher licensing and to assist that teacher in satisfactorily completing the assistantship. The handbook includes a discussion of the features of the occupational…

Understanding Teachers' Routines to Inform Classroom Technology Design

ERIC Educational Resources Information Center

An, Pengcheng; Bakker, Saskia; Eggen, Berry

2017-01-01

Secondary school teachers have quite busy and complex routines in their classrooms. However, present classroom technologies usually require focused attention from teachers while being interacted with, which restricts their use in teachers' daily routines. Peripheral interaction is a human-computer interaction style that aims to enable interaction…

Online Language Teaching: Teacher Perceptions of Effective Communication Tools, Required Skills and Challenges of Online Teaching

ERIC Educational Resources Information Center

De Paepe, Liesbeth; Zhu, Chang; Depryck, Koen

2018-01-01

To date, teacher perceptions of online language teaching have attracted very little attention. However, these perceptions may influence decisions regarding instructional design, teaching practices and eventually the learning experience. Furthermore, teacher perceptions can contribute to the design of teacher training programs. This study provides…

From Resume to Teaching Job: What You Need to Know

ERIC Educational Resources Information Center

Clement, Mary C.

2012-01-01

The teacher job market has become very competitive, but the good news is that there are jobs in schools. Candidates who do their homework and work at getting a job with the same dedication they put into earning their teaching licensure will be employable. In this article, the author discusses the the dos and don'ts of the job search--including…

Development and Validation of a Novice Teacher and Supervisor Survey

ERIC Educational Resources Information Center

Finster, Matthew

2017-01-01

This brief presents initial evidence about the reliability and validity of a novice teacher survey and a novice teacher supervisor survey. The novice teacher and novice teacher supervisor surveys assess how well prepared novice teachers are to meet the job requirements of teaching. The surveys are designed to provide educator preparation programs…

Principals, Supervisors, and Beginning Teachers: Their Opinions Regarding Competencies for the Professional Certification of Teachers.

ERIC Educational Resources Information Center

Adams, Pearce T.; And Others

A statutory requirement that Georgia revise its beginning teacher certification process to reflect on-the-job performance rather than work performed in college was enacted in 1973 as part of the Adequate Program for Education in Georgia (APEG). Following a statewide survey, 33 teacher competency statements were accepted for incorporation into five…

Where Have All the Teachers Gone? Finding Answers to the Most Basic Questions about California's Teacher Workforce. CenterView

ERIC Educational Resources Information Center

Center for the Future of Teaching and Learning, 2005

2005-01-01

This policy brief presents a strong case for the creation of a statewide teacher data system in California by highlighting some of the simple teacher workforce questions that cannot be answered because such a system does not currently exist. At the state level, data on teacher qualifications are needed to fulfill the new reporting requirements of…

Foreign Language Teacher Education. ERIC Digest.

ERIC Educational Resources Information Center

Jarvis, Gilbert A.; Bernhardt, Elizabeth B.

Foreign language education professionals agree that the profession lacks an established theory and methodological consistency. Foreign language teacher education has not changed much since the 1960s. Most programs consist of subject-matter content, general education requirements, and specialized education courses. Teacher trainee supervisors do…

Voices of Experience: Understanding the Retention of Veteran Secondary Mathematics Teachers

ERIC Educational Resources Information Center

Whitmore, Diane Marie

2009-01-01

Approximately 50% of teachers leave the profession within five years. A disproportionate number of those who leave are secondary mathematics teachers. Teacher retirements, policy changes, teacher turnover, and teacher requirements contribute to the mass departure from the teaching profession. This phenomenological qualitative study examined…

Differences between Teacher Reports on Universal Risk Assessments

ERIC Educational Resources Information Center

Smith-Millman, Marissa K.; Flaspohler, Paul D.; Maras, Melissa A.; Splett, Joni Williams; Warmbold, Kristy; Dinnen, Hannah; Luebbe, Aaron

2017-01-01

Some universal behavioural screening processes require classroom teachers to complete a risk assessment measure on each student in their class, leading to a possible, but unexplored, problem: risk assessment scores may be influenced by the teacher completing the measure. The current study investigated whether teacher-reported risk assessment…

Student-Teacher Linkage Verification: Model Process and Recommendations

ERIC Educational Resources Information Center

Watson, Jeffery; Graham, Matthew; Thorn, Christopher A.

2012-01-01

As momentum grows for tracking the role of individual educators in student performance, school districts across the country are implementing projects that involve linking teachers to their students. Programs that link teachers to student outcomes require a verification process for student-teacher linkages. Linkage verification improves accuracy by…

Evidence of Cultural Competence within Teacher Performance Assessments

ERIC Educational Resources Information Center

Dee, Amy Lynn

2012-01-01

Professional integrity and changing demographics in the public school system in the United States coupled with standards for teacher preparation require that preservice teachers possess knowledge, skills, and dispositions necessary to work with diverse populations. Using the Teacher Work Sample, a plan for instruction serving as a teacher…

Effective Learning Environment Characteristics as a Requirement of Constructivist Curricula: Teachers' Needs and School Principals' Views

ERIC Educational Resources Information Center

Temli Durmus, Yeliz

2016-01-01

The purpose of this study is to determine elementary school teachers' and school principals' views on physical learning environments of schools where teachers are expected to implement the constructivist philosophy/approach. In this qualitative study, the researcher interviewed 48 elementary school teachers and 6 school administrators working in…

Comparing the Internet Usage of Pre-Service Language Teachers with Teachers of Other Subjects: Distance Learning vs. On-Campus Learning

ERIC Educational Resources Information Center

Firat, Mehmet; Serpil, Harun

2017-01-01

Teachers play a crucial role in helping individuals gain adequate Internet competency, which requires teachers themselves to be Internet-literate. The purpose of this study is to investigate the Internet use of the distance and on-campus pre-service teachers of language and other disciplines by multiple parameters. A total of 789 teacher…

Leading Change and Innovation in Teacher Preparation: A Blueprint for Developing TPACK Ready Teacher Candidates

ERIC Educational Resources Information Center

Thomas, Tommye; Herring, Mary; Redmond, Pamela; Smaldino, Sharon

2013-01-01

When preparing TPACK ready teacher candidates, faculty must incorporate and model TPACK within the teacher education curriculum, which often requires an ongoing change process. But for change to take place we must consider the role leadership plays in the innovation of change. Leaders, deans and department heads must be an integral part of this…

Teachers' Entrepreneurial Profile: Case Study

ERIC Educational Resources Information Center

Stettiner, Caio Flavio; Formigoni, Alexandre; Filho, Mário Pereira Roque; de Camargo, Mauricio Ortiz; Moia, Roberto Padilha

2015-01-01

This article was prepared in order to investigate whether the teachers working in a Business Administration BA degree have an entrepreneurial profile, with the aim of finding whether such teachers are able to support the Pedagogical Proposal of the Institution to which they belong to in what concerns the requirement of the course and also the…

How Japan Supports Novice Teachers

ERIC Educational Resources Information Center

Ahn, Ruth

2014-01-01

When U.S. educators first hear that Japanese teacher preparation programs require only four weeks of formal student teaching at the end of the credential program, they're appalled: How can this be? More surprising still, few new teachers in Japan (1.35 percent) leave the profession during their first year. So where are these beginning teachers…

Gathering Teacher's Perceptions of Evaluator Feedback

ERIC Educational Resources Information Center

Cherasaro, Trudy L.; Brodersen, Marc

2016-01-01

In response to initiatives to increase educator effectiveness states throughout the nation are placing greater emphasis on teacher evaluation tools that differentiate teacher effectiveness and include timely and constructive feedback. One of the three principles of the Elementary and Secondary Education Act (ESEA) flexibility waivers requires that…

Focus on Teacher Education in Reading.

ERIC Educational Resources Information Center

Denton, David R.

Teachers and administrators often note that preservice programs do not prepare future teachers adequately to teach reading. Several Southern Regional Education Board (SREB) states have addressed this problem. In 1997, the Georgia Professional Standards Review Commission began examining reading certification requirements and found that most teacher…

Teacher Attrition: A Review of Literature.

ERIC Educational Resources Information Center

Macdonald, Douane

1999-01-01

Reviews contemporary international attrition research in order to examine: the definition of teacher attrition; patterns of attrition; influences upon attrition; the impact of attrition; and strategies used to decrease attrition. The paper concludes that research on teacher attrition requires the development of more comprehensive databases on…

Mentoring Preservice Teachers: Identifying Tensions and Possible Resolutions

ERIC Educational Resources Information Center

Hudson, Peter; Hudson, Sue

2018-01-01

Tensions can occur in the mentor-mentee relationship during school-based professional experiences that require problem solving. What are the tensions for mentor teachers in preservice teacher education and how might these tensions be resolved? This qualitative study collected data from 31 high school mentor teachers about tensions experienced with…

Principals' Informal Methods for Appraising Poor-Performing Teachers

ERIC Educational Resources Information Center

Yariv, Eliezer

2009-01-01

Teacher appraisal is never an easy task, especially of teachers experiencing difficulties and failures. Nevertheless it is a requirement for good management, in our schools no less than our corporations. Forty elementary school principals in Israel described the informal methods they use to appraise teachers who are performing poorly. Most…

Masters of Weaving: The Complex Role of Special Education Teachers

ERIC Educational Resources Information Center

Hillel Lavian, Rivka

2015-01-01

Special education teachers work under more difficult, more intense, and more demanding conditions than mainstream teachers. Relations between teachers, pupils, and parents are more complex than in mainstream education due to the intensity, intimacy, vulnerability, and commitment involved. Teachers require special skills so they can practice…

Developing an Understanding of What Constitutes Mathematics Teacher Educator PCK: A Case Study of a Collaboration between Two Teacher Educators

ERIC Educational Resources Information Center

Muir, Tracey; Wells, Jill; Chick, Helen

2017-01-01

Previous research into the knowledge required for teaching has focused primarily on pre-service and in-service teachers' knowledge. What is less researched, however, is the role of the teacher educator in helping pre-service teachers (PSTs) develop the knowledge needed in order to teach mathematics to students. The focus thus shifts from examining…

Helping Mathematics Teachers Develop Noticing Skills: Utilizing Smartphone Technology for One-on-One Teacher/Student Interviews

ERIC Educational Resources Information Center

Chao, Theodore; Murray, Eileen; Star, Jon R.

2016-01-01

Teaching mathematics for understanding requires listening to each student's mathematical thinking, best elicited in a one-on-one interview. Interviews are difficult to enact in a teacher's busy schedule, however. In this study, the authors utilize smartphone technology to help mathematics teachers interview a student in a virtual one-on-one…

High Expectations Require Supporting New Teachers, Educating the School Community

ERIC Educational Resources Information Center

MacGlaughlin, Heidi M.; Mertens, Donna M.

2014-01-01

This article discusses the experience of recent graduates' part of a study from the master's program at Gallaudet University. New teachers for deaf students with disabilities report they simply were not prepared for the low expectations communicated by school principals or the exclusionary practices faced in the school community. They…

34 CFR 300.18 - Highly qualified special education teachers.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 2 2010-07-01 2010-07-01 false Highly qualified special education teachers. 300.18... SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE... special education teachers. (a) Requirements for special education teachers teaching core academic...

Introducing Future Teachers to Science Beyond the Classroom

NASA Astrophysics Data System (ADS)

Kisiel, James

2013-02-01

Informal science education institutions (ISEIs), such as museums, aquariums, and nature centers, offer more to teachers than just field trip destinations—they have the potential to provide ideas for pedagogy, as well as support deeper development of teachers' science knowledge. Although there is extensive literature related to teacher/museum interactions within the context of the school field trip, there is limited research that examines other ways that such institutions might support classroom teachers. A growing number of studies, however, examine how incorporating such ideas of connections of ISEIs to pre-service teacher education might improve teacher perceptions and awareness. Pre-service elementary teachers enrolled in a science methods class participated in a semester-long assignment which required participation in their choice of activities and events (workshops, field trips, family day activities) conducted at local ISEIs. Students generally saw this embedded assignment as beneficial, despite the additional out-of-class time required for completion. Comparison of pre-/post-class responses suggested that teachers shifted their perceptions of ISEIs as first and foremost as places for field trips or hands-on experiences, to institutions that can help teachers with classroom science instruction. Although basic awareness of the existence of such opportunities was frequently cited, teachers also recognized these sites as places that could enhance their teaching, either by providing materials/resources for the classroom or by helping them learn (content and pedagogy) as teachers. Implications for practice, including the role of ISEIs in teacher preparation and indication, are also discussed.

Assessing Academic Language in an Elementary Mathematics Teacher Licensure Exam

ERIC Educational Resources Information Center

Castellano, Katherine E.; Duckor, Brent; Wihardini, Diah; Telléz, Kip; Wilson, Mark

2016-01-01

With the adoption by most states of the Common Core State Standards (CCSS) for English language arts and literacy and for mathematics (CCSS Initiative, 2010a, 2010b) comes major changes in public education that will affect instructional practice, curriculum, and assessment across the nation. Heritage, Walqui, and Linquanti (2015) argued that the…

Teachers as Researchers: Supporting Professional Development.

ERIC Educational Resources Information Center

Gennaoui, Michele; Kretschmer, Robert E.

1996-01-01

Contrasts traditional professional development and a teacher-as-researcher project implemented at the Saint Francis de Sales School for the Deaf. Discusses ways the project influenced the professional development of teachers, the effects on the school community of group collaboration among diverse professional staff, support mechanisms required,…

Variations by state in physician disciplinary actions by US medical licensure boards.

PubMed

Harris, John Alexander; Byhoff, Elena

2017-03-01

To investigate the variation in the rate of state medical board physician disciplinary actions between US states. Longitudinal study of state medical board physician disciplinary action rates using the US National Practitioner Data Bank and American Medical Association estimates of physician demographics across all 50 states and the District of Columbia from 2010 to 2014. Results were reliability adjusted using a multilevel logistic model controlling for year of disciplinary action, physicians per capita in each state and the rate of malpractice claims per physician in each state. From 2010 to 2014, there were a total of 5046 506 physician licensure years present. Medical boards reported a total of 21 647 disciplinary actions, of which 5137 (23.7%) were major disciplinary actions involving revocation, suspension or surrender of licence. The mean, reliability-adjusted rate of all disciplinary actions was 3.76 (95% CI 3.21 to 4.42) with a significant variation between states. State rates ranged from 2.13 (95% CI 1.86 to 2.45) to 7.93 (95% CI 6.33 to 9.93) actions per 1000 physicians. The mean rate of major disciplinary actions was 2.71 (95% CI 1.93 to 3.82), ranging from 0.64 (95% CI 0.53 to 0.76) to 2.71 (95% CI 1.93 to 3.82) actions per 1000 physicians. The correlation between the rate of major disciplinary action and minor disciplinary actions was 0.34. There is a significant, fourfold variation in the annual rate of medical board physician disciplinary action by state in the USA. When indicated, state medical boards should consider policies aimed at improving standardisation and coordination to provide consistent supervision to physicians and ensure public safety. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Reading Assessment: Principles and Practices for Elementary Teachers. A Collection of Articles from "The Reading Teacher."

ERIC Educational Resources Information Center

Barrentine, Shelby J., Ed.

This compilation of articles from "The Reading Teacher" contrasts old and new approaches to reading assessment and offers methods that teachers can use in the classroom to build better readers. The articles suggest that in order to effectively assess young readers, one must integrate assessment with instruction, which requires new forms of…

Student teacher training: participant motivation.

PubMed

Burgess, Annette; van Diggele, Christie; Mellis, Craig

2016-08-01

Teaching, assessment and feedback skills are documented globally as required graduate attributes for medical students. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted. In this study, we used self-determination theory (SDT) to consider medical students' motivation to voluntarily participate in a short teacher training programme. Thirty-eight senior medical students were invited to attend a teacher training programme at a major tertiary teaching hospital. Participating students were asked to respond to one question: 'Why did you volunteer to take part in the teacher training course?' Self-determination theory was used as a conceptual framework to identify and code recurrent themes in the data. In total, 23/38 (61%) of invited students chose to participate in the programme, and 21/23 (91%) of the students responded to the survey. Students' motivation to participate in the teacher training programme were related to: (1) autonomy - their enjoyment of their current voluntary involvement in teaching; (2) competence - a recognition of the need for formal training and certification in teaching, and as an essential part of their future career in medicine; (3) relatedness - the joint recognition of the importance of quality in teaching, as emphasised by their own learning experiences in the medical programme. Students reported being motivated to take part in teacher training because of their enjoyment of teaching, their desire to increase the quality of teaching within medical education, their desire for formal recognition of teaching as a learned skill, plus their recognition of teaching as a requirement within the medical profession. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted. © 2015 John Wiley & Sons Ltd.

New Meets New: Fitting Technology to an Inquiry-Based Teacher Education Program.

ERIC Educational Resources Information Center

Jacobsen, D. Michele; Clark, W. Bruce

The method by which student teachers at the University of Calgary are prepared to meet technology requirements for teacher certification has been made obsolete by the introduction of a new inquiry-based teacher education program. Combined with a new school curriculum, which requires the seamless integration of technology into core subject areas,…

Growing Teacher Leaders in a Culture of Excellence

ERIC Educational Resources Information Center

Searby, Linda; Shaddix, Lisa

2008-01-01

Viewing teachers as leaders requires a paradigm shift about the concept of leadership in a school system. The Teachers as Leaders program of the Mountain Brook, Alabama Schools represents that shift and is empowering teachers to utilize their leadership skills and contribute to the system as it fulfills its mission to offer education to its…

Reading and Writing for Preservice Teachers: Making Meaningful Connections

ERIC Educational Resources Information Center

Martinez-Alba, Gilda

2015-01-01

In many states, preservice physical education teachers are required to take reading courses to obtain their teaching certificate. However, many future physical educators are not enthusiastic about this requirement. In fact, many candidly state, "I don't like reading" and "I am not becoming a PE teacher so I can teach reading."…

Highly Qualified Teachers Equity Plan Update

ERIC Educational Resources Information Center

Horne, Tom

2009-01-01

Ensuring that all Arizona children receive the high-quality education they deserve requires an effective teacher in every classroom along with school and district leadership that is focused on raising student achievement. Arizona's educators, from the classroom teacher to the district superintendent, are the most important component of the state's…

1997 NASA/MSFC Summer Teacher Enrichment Program

NASA Technical Reports Server (NTRS)

1999-01-01

This is a report on the follow-up activities conducted for the 1997 NASA Summer Teacher Enrichment Program (STEP), which was held at the George C. Marshall Space Flight Center (MSFC) for the seventh consecutive year. The program was conducted as a six-week session with 17 sixth through twelfth grade math and science teachers from a six-state region (Alabama, Arkansas, Iowa, Louisiana, Mississippi and Missouri). The program began on June 8, 1997, and ended on July 25, 1997. The long-term objectives of the program are to: increase the nation's scientific and technical talent pool with a special emphasis on underrepresented groups, improve the quality of pre-college math and science education, improve math and science literacy, and improve NASA's and pre-college education's understandings of each other's operating environments and needs. Short-term measurable objectives for the MSFC STEP are to: improve the teachers' content and pedagogy knowledge in science and/or mathematics, integrate applications from the teachers' STEP laboratory experiences into science and math curricula, increase the teachers' use of instructional technology, enhance the teachers' leadership skills by requiring them to present workshops and/or inservice programs for other teachers, require the support of the participating teacher(s) by the local school administration through a written commitment, and create networks and partnerships within the education community, both pre-college and college. The follow-up activities for the 1997 STEP included the following: academic-year questionnaire, site visits, academic-year workshop, verification of commitment of support, and additional NASA support.

Teacher Professionalism in Technical and Vocational Education

NASA Astrophysics Data System (ADS)

Tampang, B. L. L.; Wonggo, D.

2018-02-01

The advancement of a nation is largely determined by the advancement of education, and the field of education is on the teachers’ shoulders. Therefore, professionalism of teachers should be improved in performing their duties as facilitators, initiators, and motivators in achieving the competence of graduates. Teachers should be able to facilitate the learning process and pay attention to the development of learners in its various dimensions, leading to the ownership and development of intelligence, learning skills, attitudes, work skills, and social independence. Vocational education carried by Vocational High School, should not only provide theory, but also be coupled with the application or application of theory. It is time for us to rise up to give birth to professional experts in their fields, in accordance with the needs of the workforce. A professional teacher is required to have a work ethic and a high commitment to his profession, and always through continuous development through professional organizations, the internet, books, seminars, and the like. With the professionalism of teachers, then the future teacher does not appear again only as a teacher (teacher), such a prominent function during this, but switch as coach, counselor, and learning manager. Each Educational Institution of Education Personnel graduate and other college graduates who wish to become teachers are required to have at least the competence of the standard. Thus, teacher professionalism is a life-long and never-ending process. Developing and developing vocational education is an important and absolute thing to do, considering that approximately 80% of the workforce in the field is lower middle-level workforce.

Where Do I Look? Preservice Teachers' Classroom Observation Patterns

ERIC Educational Resources Information Center

Young, Teresa; Bender-Slack, Delane

2011-01-01

During field experiences, preservice teachers are typically required to observe mentor teachers in schools, but what exactly are they seeing? This research examined the patterns and variations that existed with regard to preservice teachers' classroom observations during recent field experiences. Data were collected from 24 preservice teachers…

34 CFR 300.18 - Highly qualified special education teachers.

Code of Federal Regulations, 2014 CFR

2014-07-01

... subjects. For any public elementary or secondary school special education teacher teaching core academic... school or secondary school special education teacher teaching in a State, highly qualified requires that..., except that when used with respect to any teacher teaching in a public charter school, highly qualified...

34 CFR 300.18 - Highly qualified special education teachers.

Code of Federal Regulations, 2013 CFR

2013-07-01

... subjects. For any public elementary or secondary school special education teacher teaching core academic... school or secondary school special education teacher teaching in a State, highly qualified requires that..., except that when used with respect to any teacher teaching in a public charter school, highly qualified...

34 CFR 300.18 - Highly qualified special education teachers.

Code of Federal Regulations, 2012 CFR

2012-07-01

... subjects. For any public elementary or secondary school special education teacher teaching core academic... school or secondary school special education teacher teaching in a State, highly qualified requires that..., except that when used with respect to any teacher teaching in a public charter school, highly qualified...

34 CFR 300.18 - Highly qualified special education teachers.

Code of Federal Regulations, 2011 CFR

2011-07-01

... subjects. For any public elementary or secondary school special education teacher teaching core academic... school or secondary school special education teacher teaching in a State, highly qualified requires that..., except that when used with respect to any teacher teaching in a public charter school, highly qualified...

Settler Grammars and the Australian Professional Standards for Teachers

ERIC Educational Resources Information Center

Moodie, Nikki; Patrick, Rachel

2017-01-01

In 2011, the Australian Institute for Teaching and School Leadership introduced new Professional Standards for Teachers, which require that graduate teachers possess knowledge and understanding of Indigenous students and cultures. The authors conducted interviews with 12 non-Indigenous teacher educators at one Australian university in order to…

How Five Master Teachers Teach about Climate Chang

NASA Astrophysics Data System (ADS)

Bloch, L.

2015-12-01

The AGU Position Statement, "Human-Induced Climate Change Requires Urgent Action," calls on scientists to "[work] with stakeholders to identify relevant information, and [to convey] understanding clearly and accurately, both to decision makers and to the general public". Everyday, K-12 teachers communicate with an important segment of the general public, and they represent important stakeholders with unique needs. The terms 'global warming', 'greenhouse effect', and 'climate change' appear nowhere in the 1996 National Science Education Standards, but under the Next Generation Science Standards, millions of teachers- most of whom have little to no experience teaching about climate change- will be required to cover the topic. This presentation discusses research conducted with five veteran public school teachers, each of whom has been teaching about climate change for many years. The group comprises three high school teachers, a middle school teacher, and an elementary school teacher. The study examined: 1) What these teachers teach about climate change; 2) How they teach about climate change; 3) What resources they use in teaching and learning about climate change; and 4) How they think the scientific community can support teachers in their efforts to teach about climate change. The teachers varied in their teaching practices and in their conceptions of 'climate change', but they all said that the academic community can support climate change education by developing locally relevant educational resources. Scientists working with K-12 teachers can build on the work of these master teachers, and attendees can access detailed descriptions of all of the lessons and the associated learning materials.

Financial Incentives to Promote Teacher Recruitment and Retention: An Analysis of the Florida Critical Teacher Shortage Program

ERIC Educational Resources Information Center

Feng, Li; Sass, Tim R.

2015-01-01

Staffing problems are pervasive in certain subject areas, such as secondary math and science and special education, where the combination of training requirements and relatively high alternative wages makes it difficult to attract and retain high-quality teachers. This project evaluated the impacts of the Florida Critical Teacher Shortage Program…

Report Card on the Effectiveness of Teacher Training Programs

ERIC Educational Resources Information Center

Tennessee State Board of Education, 2010

2010-01-01

Tennessee Code Annotated 49-5-108 requires the state to develop a report card or assessment on the effectiveness of teacher training programs. This report includes data on the performance of each institution's graduates in the following areas required by state statute: placement and retention rates, Praxis results, and teacher effect data based on…

The Challenging Pupil in the Classroom: Child Effects on Teachers

PubMed Central

Houts, Renate M.; Caspi, Avshalom; Pianta, Robert C.; Arseneault, Louise; Moffitt, Terrie E.

2012-01-01

Teaching children requires effort and some children naturally require more effort than others. This study tests whether teacher effort devoted to individual children varies as a function of children’s personal characteristics. Using a nation-wide longitudinal study of twins followed between ages 5-12 years, we asked teachers about the effort they invested in each child enrolled in our study. We found that teacher effort was a function of heritable child characteristics; that children’s challenging behavior assessed at age 5 predicted teacher effort at age 12; and that challenging child behavior and teacher effort share common etiology in children’s genes. While child effects accounted for a significant proportion of variance in teacher effort, we also found variation that could not be attributed to children’s behavior. Treating children with challenging behavior and enhancing teachers’ skills in behavior management could increase the time and energy teachers have to deliver curriculum in their classrooms. PMID:21078897

Teacher Modeling Using Complex Informational Texts

ERIC Educational Resources Information Center

Fisher, Douglas; Frey, Nancy

2015-01-01

Modeling in complex texts requires that teachers analyze the text for factors of qualitative complexity and then design lessons that introduce students to that complexity. In addition, teachers can model the disciplinary nature of content area texts as well as word solving and comprehension strategies. Included is a planning guide for think aloud.

Teachers' Learning in School-Based Development

ERIC Educational Resources Information Center

Postholm, May Britt; Waege, Kjersti

2016-01-01

Background and purpose: Many researchers agree that teachers' learning processes are social and that teachers need to be brought together to learn from each other. Researchers have also stated that intellectual and pedagogical change requires professional development activities that take place over a period of time in school. The purpose of the…

Preparing Teachers for the Contemporary Nigeria

ERIC Educational Resources Information Center

Okoli, Nkechi J.; Ogbondah, Livinus; Ekpefa-Abdullahi, Janet Y.

2015-01-01

This paper focused on preparing teachers for the contemporary Nigeria. Teaching is a versatile field that requires at all times the correct identification of indices of developments in the society. This responsibility makes it imperative that teachers be an embodiment of a constant search for updated knowledge in various fields of Endeavour. The…

Raising Teacher Quality around the World

ERIC Educational Resources Information Center

Stewart, Vivien

2011-01-01

Contrary to what many people assume, writes Stewart, a high-quality teacher workforce is not the simple result of some traditional cultural respect for teachers that exists in some countries. Rather, it requires deliberate policy choices. In a tour of seven countries that traditionally score high on international tests of student performance…

Design Elements for Teacher Professional Development Workstation: Application of Technology To Develop Expert Teachers of Diverse Student Populations.

ERIC Educational Resources Information Center

Ward, Beatrice A.; Tikunoff, William J.

The multimedia workstation described here serves as an information resource center for teachers and others who are responsible for the education of children from ethnically and linguistically diverse backgrounds. The changing nature of student populations requires that all teachers become knowledgeable about the diverse cultural backgrounds of…

A Model for Study of Teacher Agency for Social Justice

ERIC Educational Resources Information Center

Pantic, Nataša

2015-01-01

Internationally teachers are called upon to act as agents of change. However, there is little clarity about the kind of change teachers are expected to contribute to and even less empirical evidence about the ways teacher agency operates in schools and beyond. Empirical analyses of teacher agency require a clear articulation of the purpose and…

"They Prepared Me to Be a Teacher, but Not a Culturally Responsive Navajo Teacher for Navajo Kids": A Tribal Critical Race Theory Analysis of an Indigenous Teacher Preparation Program

ERIC Educational Resources Information Center

Castagno, Angelina E.

2012-01-01

This article argues that federally-funded Indigenous teacher preparation programs housed at mainstream, predominantly White universities can be colonial and thus require significant focused work in order to ensure that they are not. The article has three interrelated objectives: first, to discuss efforts to prepare Indigenous teachers for…

Enhancing the Practicum Experience for Pre-Service Chemistry Teachers through Collaborative CoRe Design with Mentor Teachers

ERIC Educational Resources Information Center

Hume, Anne; Berry, Amanda

2013-01-01

This paper reports findings from an ongoing study exploring how the Content Representation (CoRe) design can be used as a tool to help chemistry student teachers begin acquiring the professional knowledge required to become expert chemistry teachers. Phase 2 of the study, reported in this paper, investigated how collaboration with school-based…

The use of online discussions for post-clinical conference.

PubMed

Berkstresser, Kristie

2016-01-01

Nurse educators, at every level of pre-licensure nursing education, are charged with developing critical thinking skills within their students. Post-clinical conference is one teaching strategy that nurse educators can employ to help promote the development of critical thinking skills in pre-licensure nursing students. However, traditional face-to-face post-clinical conference is marred with issues and concerns, as identified in the nursing education literature. An alternative to face-to-face post-clinical conference, asynchronous online learning environment, mitigates the issues and concerns associated with traditional post-clinical conference. Adult learning theory supports the use of asynchronous online learning environment because the asynchronous online learning environment promotes student-centered teaching strategy in place of teacher-centered learning, which by its nature traditional face-to-face post-clinical conference tends to support. Copyright © 2015 Elsevier Ltd. All rights reserved.

Challenges to the Use of Co-Teaching by Teachers

ERIC Educational Resources Information Center

Chitiyo, Jonathan

2017-01-01

A total of 77 teachers working in inclusive settings in North Eastern USA were surveyed regarding their perceptions of the barriers that may hinder the use of co-teaching. Results indicated that (a) teachers lack the necessary skills required for implementing co-teaching, and (b) co-teaching may require a lot of resources for its successful…

Online Language Teacher Education: TESOL Perspectives

ERIC Educational Resources Information Center

England, Liz, Ed.

2012-01-01

More and more, ESL/EFL teachers are required by their employers to obtain a Master's degree in TESOL. Thousands of ESL/EFL teachers are acquiring professional skills and knowledge through online and distance education instructional models. Filling a growing need and making an important contribution, this book is a forerunner in addressing some of…

Constructing 21st-Century Teacher Education

ERIC Educational Resources Information Center

Darling-Hammond, Linda

2006-01-01

Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs. The weakness of traditional program models that are collections of largely unrelated courses reinforce this low regard. This article argues that we…

Differentiating Science Instruction: Secondary science teachers' practices

NASA Astrophysics Data System (ADS)

Maeng, Jennifer L.; Bell, Randy L.

2015-09-01

This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants included differentiated instruction (DI) in their lesson implementation. Data included semi-structured interviews and field notes from a minimum of four classroom observations, selected to capture the variety of differentiation strategies employed. These data were analyzed using a constant-comparative approach. Each classroom observation was scored using the validated Differentiated Instruction Implementation Matrix-Modified, which captured both the extent to which critical indicators of DI were present in teachers' instruction and the performance levels at which they engaged in these components of DI. Results indicated participants implemented a variety of differentiation strategies in their classrooms with varying proficiency. Evidence suggested all participants used instructional modifications that required little advance preparation to accommodate differences in students' interests and learning profile. Four of the seven participants implemented more complex instructional strategies that required substantial advance preparation by the teacher. Most significantly, this study provides practical strategies for in-service science teachers beginning to differentiate instruction and recommendations for professional development and preservice science teacher education.

Alternative Teacher Preparation Programs. Title II News You Can Use

ERIC Educational Resources Information Center

Office of Postsecondary Education, US Department of Education, 2015

2015-01-01

Title II of the "Higher Education Act of 1965" ("HEA"), as amended in 2008 by the "Higher Education Opportunity Act," requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher credentialing, kindergarten through 12th grade. "Title II News You Can…

The Evolution of Preservice Science Teachers' Concerns about Teaching.

ERIC Educational Resources Information Center

Zielinski, Edward J.; Preston, Denise D.

As primary agents involved in reform and innovation in preparation programs, teacher educators require ongoing evaluation of the impacts of change. This paper reports a study to determine preservice teachers' concerns as they progressed through a traditional teacher preparation program and changes in their concerns that may have been attributed to…

An Education in Contrast: State-by-State Assessment of School Immunization Records Requirements

PubMed Central

Jessop, Amy B.; Field, Robert I.

2014-01-01

Objectives. We reviewed the complexities of school-related immunization policies, their relation to immunization information systems (IIS) and immunization registries, and the historical context to better understand this convoluted policy system. Methods. We used legal databases (Lexis-Nexis and Westlaw) to identify school immunization records policies for 50 states, 5 cities, and the District of Columbia (Centers for Disease Control and Prevention “grantees”). The original search took place from May to September 2010 (cross-referenced in July 2013 with the list on http://www.immunize.org/laws). We describe the requirements, agreement with IIS policies, and penalties for policy violations. Results. We found a complex web of public health, medical, and education-directed policies, which complicates immunization data sharing. Most (79%) require records of immunizations for children to attend school or for a child-care institution licensure, but only a few (11%) require coordination between IIS and schools or child-care facilities. Conclusions. To realize the full benefit of IIS investment, including improved immunization and school health program efficiencies, IIS and school immunization records policies must be better coordinated. States with well-integrated policies may serve as models for effective harmonization. PMID:25122033

The Analysis of a Teacher Test Preparation Tutorial to Learner Test Scores: An Action Research Study

ERIC Educational Resources Information Center

Mild, Toni L. Hittle

2014-01-01

Many Pennsylvania colleges and universities require that teacher candidates pass a standardized assessment in order to gain formal entry in to their education programs. Standardized tests are also required for Level I teacher certification within Pennsylvania. The initial assessment required of all Pennsylvania preservice teachers for…

Essential Computer Competence for Beginning Teachers.

ERIC Educational Resources Information Center

Kay, Patricia M.; Byrne, Michael M.

The rapid proliferation of the use of computers in schools has led to questions about how teachers should be educated to deal with the new technology and what all teachers should be required to demonstrate in the way of minimal essential computer skills as a condition of certification. This paper addresses these questions by proposing a set of…