Teacher Education Policy in the United States

Penelope M. Earley is professor and founding director of the Center for Education Policy and Evaluation at George Mason University. David G. Imig is Professor of the Practice in the College of Education at the University of Maryland, College Park.Nicholas M. Michelli is Presidential Professor at The Graduate Center of The City University of New York.

• PrefaceChapter 1. Teacher Education Policy Context, Nicholas M. Michelli and Penelope M. EarleyChapter 2. Perspectives on Federal PolicyFoot-Dragging and Overreaching: The Story of Federal Teacher Policy, Frederick HessFederal Politics and Policy: A Misalignment of Incentives, Neal McCluskeyEditors’ CommentaryChapter 3. Dimensions of Teacher Education Accountability: A Louisiana Perspective on Value Added, M. Jayne Fleener and Patricia D. ExnerEditors’ CommentaryChapter 4. Changing Standards, Changing Needs: The Gauntlet of Teacher Education Reform, Catherine Emihovich, Thomas Dana, Theresa Vernetson, and Elayne ColónEditors’ CommentaryChapter 5. Assessing State and Federal Policies to Evaluate the Quality of Teacher Preparation programs, Ken ZeichnerEditors’ CommentaryChapter 6. Shallow Roots: The Effect of Leaders and Leadership on State Policy, E. Lynne WeisenbachEditors’ CommentaryChapter 7. Partnership for Teacher Education: The Case of Montclair State University and its School-University Partnership, Ada Beth Cutler, Frank Alvarez, and Susan TaylorEditors’ CommentaryChapter 8. United We Stand: Divided We Fail Our Communities and Hence the Public Good, Van Dempsey and Deborah ShanleyEditors’ CommentaryChapter 9. Teacher Education Policy and Social Justice, Marilyn Cochran-Smith and Kim FriesEditors’ CommentaryChapter 10. Editors’ ReflectionsMaking Sense of Teacher Education Policy and Moving Toward a Common World View, Nicholas M. MichelliThe Future of Teacher Education, David G. Imig A Modest Approach to Deconstructing Teacher Education Policy. Penelope M. EarleyGlossaryContributors