WorldCat Identities

American Association of Colleges for Teacher Education

Overview
Works: 696 works in 1,117 publications in 1 language and 28,439 library holdings
Genres: Periodicals  Conference papers and proceedings  Handbooks and manuals  Directories  History  Abstracts 
Roles: Editor, Responsible party, Other, Author, Publisher, isb
Classifications: LB1715, 370.73
Publication Timeline
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Most widely held works about American Association of Colleges for Teacher Education
 
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Most widely held works by American Association of Colleges for Teacher Education
Journal of teacher education( )

in English and held by 1,509 WorldCat member libraries worldwide

Diversity in teacher education : new expectations by Mary E Dilworth( Book )

2 editions published in 1992 in English and held by 862 WorldCat member libraries worldwide

The increasing racial and ethnic diversity of our nation's classrooms presents a significant challenge to the next generation of teachers and to those responsible for their training. This book explains the steps teacher educators and policy makers must take in order to prepare a teaching force that is both culturally diverse and culturally aware. The first step in designing programs that will attract and retain individuals from various racial and ethnic backgrounds is to create an atmosphere and curriculum that values diversity and encourages a spirit of true cooperation. Schools, colleges, and departments of education need to prepare teachers in the use of a variety of instruction and assessment practices, not just those created by mainstream educators for mainstream students. Students must be taught the culture of the classroom - how to take tests, how to work alone, and how to get along with other kids - in order to succeed. And greater emphasis should be placed on fieldwork in minority communities during the early stages of teacher education, so that teachers learn to adapt to diverse situations and develop relationships with individuals very different from themselves. Sponsored by the American Association of Colleges for Teacher Education
Knowledge base for the beginning teacher by Maynard C Reynolds( Book )

9 editions published between 1988 and 1990 in English and held by 849 WorldCat member libraries worldwide

This book is an attempt to define the knowledge that beginning teachers should possess and addresses the difference between the "state of the art" and the "state of practice." It begins with three chapters that deal explicitly with general knowledge about teaching. Pedagogy is treated in chapters 4 through 8. These chapters deal with foundational information about learning principles and classroom climate. The text then moves to a discussion of the learner in context: how personal, social, and political factors and contexts affect the educative process; how they influence learning environments; and what the teacher can do to make those environments productive. Subsequent chapters deal with subject-specific pedagogy as well as the teaching of the basics of reading, writing and arithmetic. The book also comments on the teacher as a professional, legal rights and responsibilities, and the ethical dimensions of teaching. The volume ends with synthesis of insights on themes which emerge from these statements on the teacher as a professional and the implications regarding the impact teachers have in schools. (Jd)
The teacher educator's handbook : building a knowledge base for the preparation of teachers( Book )

2 editions published in 1996 in English and held by 734 WorldCat member libraries worldwide

The world as teacher by Harold Taylor( Book )

6 editions published between 1969 and 1970 in English and held by 724 WorldCat member libraries worldwide

Multicultural education through competency-based teacher education by William A., Ed Hunter( Book )

4 editions published between 1974 and 1980 in English and held by 618 WorldCat member libraries worldwide

This publication is the result of a Multicultural Education/Competency Based Teacher Education (m/cbte) project which, among other objectives, sought to bring together the findings of separate studies, projects, and research efforts. The project proposed to take a broader approach to the overall problem of quality education by seeking to identify generic concerns and needs common to all ethnic groups and diverse cultural situations. The project at the same time sought to identify those needs felt to be unique or more relevant to certain cultural circumstances and situations than others. Part 1 of this document is in the form of a prologue; it is entitled "Antecedents to Developments of and Emphasis on Multicultural Education." Parts 2-5 were written by four educators and/or teams from the black American, Spanish-speaking American, and native American academic communities who were invited to contribute. Part 2 treats teacher competencies from the perspective of the black American educator. Part 3 treats teacher competencies from the Spanish-speaking educator's perspective (including views of Puerto Rican Americans, Chicano Americans, and Cuban Americans). Part 4 treats teacher competencies from the perspective of the native American, recognizing the divergencies of views among the nearly 300 tribal groups. Part 5 seeks to identify teacher competencies common to all groups as well as those recognized in the general society as evidence of accepted requirements and standards. (Editor/JA)
Educating a profession : report of the Bicentennial Commission on Education for the Profession of Teaching of the American Association of Colleges for Teacher Education by American Association of Colleges for Teacher Education( Book )

7 editions published between 1976 and 1985 in English and held by 462 WorldCat member libraries worldwide

Yearbook - American Association of Colleges for Teacher Education by American Association of Colleges for Teacher Education( )

in English and held by 419 WorldCat member libraries worldwide

Partnership in teacher education by American Association of Colleges for Teacher Education( Book )

8 editions published between 1967 and 1968 in English and held by 407 WorldCat member libraries worldwide

This publication is designed to serve 3 purposes: (1) It is a report of the 1966 Summer Workshop-Symposium on "School-College Partnerships in Teacher Education," cosponsored by the publishers, (2) It presents additional thinking not included in that program or which has come to light since, and (3) It serves as a follow-up to 1964 and 1965 studies as third in a series devoted to helping those interested in teacher education to stay abreast of changes and to be prepared to exercise enlightened leadership. Most of the 34 contributors are university-based administrators of teacher education programs. Section 1 provides brief reflections on the workshop-symposium, and Section 2 presents much of the conference content: a chapter on promises and pitfalls in the trend toward collaboration; descriptions and analyses of emerging partnerships in teacher education; a review of group discussions at the conference; and elaborations on 7 issues and problems in cooperative venturing. Section 3 focuses on emerging administrative and regulatory developments in collaborative enterprises. Section 4 deals with the foundations for partnership in the philosophical bases of teacher education. Various innovative procedures and practices in supervision, such as microteaching, simulation training, and pre-student teaching laboratories, are discussed in the 12 parts of Section 5. a final section offers "a Look at the Future." (Js)
Learning with the community : concepts and models for service-learning in teacher education( Book )

4 editions published between 1997 and 2005 in English and held by 381 WorldCat member libraries worldwide

This practical guide is intended for faculty and service-learning directors, combining the how-to information and rigorous intellectual framework that teachers seek. What distinguishes this volume is that the contributors are writing for their peers. They discuss how service-learning can be implemented within teacher education and what teacher education contributes to the pedagogy of service-learning. The book offers both theoretical background and practical pedagogical chapters which describe the design, implementation, and outcomes of teacher education service-learning programs, as well as annotated bibliographies, program descriptions and course syllabi
A decade of thought on teacher education: the Charles W. Hunt lectures, 1960-1969 by American Association of Colleges for Teacher Education( Book )

5 editions published in 1969 in English and held by 349 WorldCat member libraries worldwide

Teacher education and the Agency for International Development by Louis W Normington( Book )

3 editions published in 1970 in English and held by 316 WorldCat member libraries worldwide

This book reports a research project which had two major functions: (1) to describe the extent of aid (Agency for International Development) involvement in teacher education and (2) to see if generalizations could be extracted which might be useful as guidelines to aid or other institutions participating in similar future projects. The report, which is based on four major sources of information (reports in aid files, some field investigations of overseas projects, interviews with aid officials and university personnel, and studies conducted by other investigators), contains four chapters. Chapter 1 discusses the critical need for teacher education in the developing countries. Chapter 2 describes the scope of the technical assistance program with information on the number of projects, countries involved, types of contractors, and major types of assistance. Projects operational in 1967 are described briefly by country in the four regions: Far East, Near East and South Asia, Africa, and Latin America. Chapter 3 includes an analysis of observable trends, isolating the factors which appear to underlie success or failure, and a presentation of 21 recommendations regarding overall strategy and the planning and carrying out of individual projects. Chapter 4 describes 39 projects in more detail (objectives, major activities, etc.) to illustrate the variety, diversity, and range of the assistance programs. Appendixes include a bibliography and list of people consulted. (Js)
What is the appropriate role of testing in the teaching profession? : proceedings of a cooperative conference( Book )

3 editions published in 1987 in English and held by 295 WorldCat member libraries worldwide

Professional teacher education; a programed design developed by the AACTE Teacher Education and Media Project by American Association of Colleges for Teacher Education( Book )

7 editions published in 1968 in English and held by 265 WorldCat member libraries worldwide

Part 1 of this report is a general introduction summarizing the 3-year Teacher Education and Media (team) project (ed 003 156) which prompted this effort to (1) suggest a way of reconstituting the objectives and programs of teacher education and (2) show how media can be used to heighten the effectiveness of the program. Part 2 presents the "major contribution of the team project." An instructional systems approach to teacher education is discussed with the use of a teaching-learning situation model. Then the proposed preservice professional curriculum plan, based on the systems model, is presented under 5 behavioral objectives. Content and suggested source materials are listed which should enable the prospective teacher to (1) analyze teaching and develop a desirable concept of teaching, (2) form concepts basic to the logical organization of instructional content, (3) form concepts basic to directing the cognitive operations of his students, (4) refine, extend, and integrate the above 3 types of concepts by testing them empirically (with the use of media systems and simulated experiences), and (5) demonstrate and evaluate teaching strategies through critical assessment of behavior in actual teaching experiences. Part 3 discusses implications of the proposed plan with respect to materials, staffing, institutional organization, facilities and equipment, and school-college relations. A 63-item bibliography is included. (Js)
Competency assessment, research, and evaluation : a report of a national conference, University of Houston, March 12-15, 1974 by Research, and Evaluation National Conference on Competency Assessment( Book )

6 editions published in 1974 in English and held by 263 WorldCat member libraries worldwide

This book is a compilation of papers that consider the current state of the art of competency/performance-based teacher education. Organized into six parts, the first part of this book reports three frames for conceptualizing research in competency-based education. The keynote address outlines five major areas for research: assessment of professional competency, program effectiveness, effectiveness of instructional strategies, social context, and institutional change. Parts two through five focus on these areas of research. (Editor/PD)
Evaluative criteria for accrediting teacher education; a source book on selected issues by American Association of Colleges for Teacher Education( Book )

2 editions published in 1967 in English and held by 261 WorldCat member libraries worldwide

Teacher education programs in the United States : a guide( Book )

1 edition published in 2004 in English and held by 257 WorldCat member libraries worldwide

In addition to all of the basic information about the undergraduate programs, including certification, admission requirements, institution and program descriptions, licensure, financial information and financial aid, the directory offers information for those programs that offer graduate degrees in teacher education."--Jacket
Performance-based teacher education; what is the state of the art? by Stanley Munson Elam( Book )

1 edition published in 1971 in English and held by 257 WorldCat member libraries worldwide

This document clarifies the concepts of Performance Based Teacher Education, examines their potential, and identifies problems and questions. Five essential elements are identified: 1) teaching competencies to be demonstrated are role-derived, specified in behavioral terms, and made public; 2) assessment criteria are competency-based, specify mastery levels, and are made public; 3) assessment requires performance as prime evidence and takes student knowledge into account; 4) the student's rate of progress depends on demonstrated competency; and 5) the instructional program facilitates development and evaluation of specific competencies. Characteristics include program individualization and modularization; emphasis on exit rather than entrance requirements; the systemic, open approach, with feedback loops and program alternatives; and student and program accountability. The advantages of pbte are identified and include the attention to individual abilities and needs, the focus on objectives, the emphasis on the sharing process by which these objectives are formulated and used as the basis of evaluation, and efficiency. There are problems in the lack of valid evaluation criteria and in the domination of pbte by competencies which are easy to describe and evaluate. (Mbm)
A critique of performance-based teacher education by Harry S Broudy( Book )

2 editions published in 1972 in English and held by 238 WorldCat member libraries worldwide

This critique is concerned with the validity of three basic assumptions underlying the performance-based teacher education program. These assumptions are 1) The teaching act is the sum of performances into which it is analyzed. 2) The performance unit is a matter of indifference, I.E., the number and character of the performance unit can vary according to the program. 3) The criterion for the product is demonstrated competence in the selected set of training performances. Reasons for questioning the assumptions are based on a brief overview of the didactic, heuristic, and philetic teaching methods. The need for theory and the value of apprentice training are reviewed in order to obtain a full perspective of the problem. Performance-based teacher education will probably produce better "didactic technicians." A program in which laboratory work, clinical teaching, and internship are used to illuminate, exemplify, and utilize theory is suggested in order to produce a highly professional trained teacher. (Mjm)
Partnering to prepare urban teachers : a call to activism by Francine P Peterman( Book )

5 editions published in 2008 in English and held by 152 WorldCat member libraries worldwide

The research presented is situated in urban settings that mirror those across the United States and represents partnerships in Boston, Chicago, Cleveland, Los Angeles, and Wilmington, where school, city, and teacher education communities collaborate to prepare and keep teachers in hard-to-staff, high-needs schools, Case studies included in the text explore multiple perspectives on partnering to prepare urban teachers - including those of urban schoolchildren and their teachers, teacher educators and teachers becoming teacher educators, and parents. Combined, the chapters theoretically and practically detail the layers and conundrums, tribulations and triumphs, contexts and voices of the challenges facing urban teachers, teacher educators, community members, and administrators who work collaboratively to prepare and support teachers as social activists."--BOOK JACKET
 
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Knowledge base for the beginning teacher
Alternative Names

controlled identityAmerican Association of Teachers Colleges

A.A.C.T.E.

A.A.C.T.E. (American Association of Colleges for Teacher Education)

AACTE

Association of Colleges for Teacher Education

Association of Colleges for Teacher Education United States

Languages
English (152)

Covers
The teacher educator's handbook : building a knowledge base for the preparation of teachersLearning with the community : concepts and models for service-learning in teacher educationTeacher education programs in the United States : a guidePartnering to prepare urban teachers : a call to activism