Faculty positions are commonly based on the person's credentials, publishing, grants, and research. Institutions rarely focus on faculty's curriculum and instructional backgrounds: the growing concern is, why? The purpose of this study was to examine higher education leaders' assumptions, perceptions, and expectations about how to make faculty…

Many current and prospective pre-K teachers face significant barriers to obtaining bachelor's degrees; current members of the workforce, in particular, may find it exceedingly difficult to find the time and money to attend college courses and complete traditional preparation programs, given the low wages that come with most jobs in early…

This study finds that schools are poorly prepared to counsel students about community college certificate or associate degree programs. Instead the mantra of college for all continues to encourage youth to spend time and money on bachelor's degrees, for which many students are not prepared to do well. Teachers desire more information on college…

In late 2014, higher education leaders and experts in pedagogy were convened by the Association of College and University Educators (ACUE) to develop a scalable and comprehensive program on the essentials of college teaching. The result is ACUE's Course in Effective Teaching Practices in which faculty learn about and implement evidence-based…

Just as PK-12 teachers are taught how to teach, college and university professors should also receive instruction in how to teach. They should acquire pedagogical skills and understand methods for planning and content delivery prior to entering the classroom. The knowledge base of the discipline and a focus on research are emphasized in the…

This study compares teacher candidates' initial and changed beliefs, dispositions, and uses of technology in two credential program models: a one-to-one laptop program with ubiquitous technology use and a traditional credential program in which students are expected to have specific technology experiences and requirements in each course (a model…

There is a growing movement in the early childhood advocacy community to address the dual problems of quality and compensation by turning to a credential with a much different track record: the bachelor's degree. The B.A. is already the foundational degree for K-12 educators, after all, and people who have bachelor's degrees earn much more than…

High-quality early childhood education has tremendous potential to improve children's and families' lives. Yet access to such education remains limited, and many early childhood educators lack the skills and credentials to improve quality in the field. To address these issues, advocates and a growing number of states have sought to extend the…

The newly developed "Learning To Teach System" for the preparation of teachers in California and the accompanying standards (referred to as the "2042 Standards" since they were derived from Senate Bill 2042 (SB 2042) passed by the California Legislature in 1998) have changed the way some California educators perceive the…

Teachers immigrating to Canada with credentials from non-Canadian jurisdictions are regarded as desirable immigrant professionals because of their high levels of education and yet, nevertheless, are required to redo some or all of their professional training. This research examines sociocultural notions of voice, agency, authorship and identity in…