By Sandra Stotsky
Teachers can't train what they don't know. This nation has tolerated a vulnerable licensing approach for potential academics for many years. This susceptible process has been followed by means of an more and more emptier curriculum for many scholars, depriving them of the information and abilities wanted for self-government.
An Empty Curriculum: How instructor Licensure exams result in Empty scholar Minds makes the case that the entire revision of the licensing approach for potential and veteran lecturers in Massachusetts in 2000 and the development of latest or extra hard instructor licensing assessments contributed considerably to the Massachusetts “education miracle.” That “miracle” consisted of tolerating earnings in success for college kids in all demographic teams and in all local vocational/technical excessive colleges considering 2005—gains proven through checks self sustaining of Massachusetts coverage makers.
The speedy function of this ebook is to give an explanation for what Massachusetts did in 2000 to bolster its instructor licensing and re-licensing process to make sure that all academics might train to really robust K-12 criteria. Its greater function is to signify that improvement of sturdy educational criteria in all significant topics might be by way of whole revision of a state’s instructor licensing process, now not, as has been the case for a number of a long time, the advance of K-12 pupil tests—if this nation desires to develop public schooling.
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Additional info for An Empty Curriculum: The Need to Reform Teacher Licensing Regulations and Tests
6. Similarities and differences between the target language and English. 7. Theories of, and differences between, first- and second-language acquisition. This short list was reasonable; #5 reduced to “one other” the many countries now using the target language whose people, history, customs, literature, and government college students had been implicitly compelled to become familiar with in order to pass the existing tests. Only college faculty knew what a difference that one objective would make—and what a relief it would be to them.
They were attended mainly by Spanish language teachers and specialists in the schools who, it turned out, were not aware of the complaints about the existing Spanish test by college faculty (so they claimed). These school people did not want a new test to stress cultural knowledge—literary, historical, intellectual (#2, #3, and #4)—or to confine cultural knowledge to the country of origin of the 48 CHA P TER 6 target language (Spain) and to only one other Spanish-speaking country (#5). They wanted the test to focus on language skills, grammar, and linguistic knowledge.
Test use was judged most successful in the urban areas of the New England and Middle Atlantic states where the practice of examining teaching candidates was 26 CHA P TER 4 already established and where a substantial surplus of teacher candidates existed. From the very beginning, critics, many of whom were teacher educators, asked whether those who scored well on the NTE were also recognized later as good teachers—implying that this was the criterion for determining validity. That is, did the tests have predictive power?