A Challenge for Middle Grades Teacher Education Programs to Practice What They Preach: An Australian Experience

Designing a graduate entry route for police recruits: lessons from a rapid evidence assessment of other professions

“…Methods of teaching must have "a strong emphasis on inclusion, active and participative learning, student empowerment and cooperative approaches" (Ofsted, 2005). Equally important is a diverse range of teaching and learning activities to stimulate interest and keep students engaged (De Jong and Chadbourne, 2007).…”

“…Portfolios, as both a teaching and assessment method, reoccur in the included studies as a tool for showing how students integrate theory and practice, reflect critically on their learning, and demonstrate the breadth and depth of their learning (Baumfield, 2007;De Jong and Chadbourne, 2007;Jorgensen and Hansen, 2004;Mayes 2000;McArdle et al, 2010;Hramiak, 2006;Long et al, 2012). Of equal importance is assessing a students' practical competency.…”

“…Of equal importance is assessing a students' practical competency. The most common method for this is through observation of trainee professional performance (De Jong and Chadbourne, 2007;Kiggundu, 2007;McArdle et al, 2010;Wong and Chuan, 2002;Wong et al 2012).…”

Teacher Education for the Middle Years of Schooling: Sustaining Quality Middle Level Preparation in Australian Universities.

“…A logical outcome has been the growth -especially in the independent sector -of stand-alone middle schools or middle school campuses housed within larger school organisations as a school type that is focused on addressing the developmental needs of young adolescents and improving educational outcomes (de Jong & Chadbourne, 2007). These developments have resulted in increased demand for specialised middle level teacher education.…”