Abstract
This paper analyzed the costs and benefits of attending the top three U.S. elementary teacher education programs by examining how much emphasis is on general content knowledge (GCK), as opposed to general pedagogical knowledge (GPK), as opposed to methodological pedagogical knowledge (MPK), and how this ratio might have affected student outcomes on TIMSS compared to the top performing TIMSS countries in Europe and Asia. Three theoretical frames of reference guided this analysis: program model, field experience model, and status of teacher in society. Methodologically, this study relied mainly on peer-reviewed literature published between 2000 and 2016 in the English language. It was found that although the ratio of GCK to GPK to MPK in the top three U.S. TED programs was similar to what has been reported about the top performing TIMSS countries, student outcomes on TIMSS don’t seem to have been affected due to the fact that performance on TIMSS seems to be stemming mainly from having a very rigorous K-12 education and only admitting the top academic achievers into TED programs.
Highlights
This paper analyzed the costs and benefits of attending the top three U.S elementary teacher education programs by examining how much emphasis is on general content knowledge (GCK), as opposed to general pedagogical knowledge (GPK), as opposed to methodological pedagogical knowledge (MPK), and how this ratio might have affected student outcomes on TIMSS compared to the top performing TIMSS countries in Europe and Asia
This paper analyzes the costs and benefits of attending the top three U.S elementary teacher education programs by examining how much emphasis is on general content knowledge (GCK), as opposed to general pedagogical knowledge (GPK), as opposed to methodological pedagogical knowledge (MPK), and how this ratio might have affected student outcomes on TIMSS compared to the top performing TIMSS countries in Europe and Asia
The second point is that there is a persuasive body of international research that points to the fact that students that attend such institutions of TED in the U.S have had the best academic opportunities generally leading all the way up to their undergraduate/graduate TED program, there doesn’t seem to be any evidence that the TED program itself at such private/ivy league institutions has provided any idiosyncratic addition to their academic skills, in the academic subjects of interest here like Math (Schmidt, Burroughs, Cogan, and Houang, 2014)
Summary
This paper analyzes the costs and benefits of attending the top three U.S elementary teacher education programs by examining how much emphasis is on general content knowledge (GCK), as opposed to general pedagogical knowledge (GPK), as opposed to methodological pedagogical knowledge (MPK), and how this ratio might have affected student outcomes on TIMSS compared to the top performing TIMSS countries in Europe and Asia. The main difference along this spectrum is that power and responsibility of the university gradually secedes to the school going from the first to the fifth model This paradigm will be applied to TED field experiences in this study when enough data is available to classify. The third theoretical reference point for this study will be the status and role of teachers in the society as categorized by position-based or career-based. The former is more centralized and the teacher is a civil servant, compared to the latter being decentralized with more local decision-making and individual autonomy. We could say that career-based positions are more prominent in more politically and culturally centralized countries; whereas position-based positions are in more politically and culturally individualistic (decentralized) or „market-based‟ countries
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