Profit- Making or Profiteering? Proprietaries Target Teacher Education

Raphael, Jacqueline; Tobias, Sheila

doi:10.1080/00091389709602346

Cited by 10 publications

(11 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The part-time faculty members are professionals who work full-time in their fields and hold at least a master's degree. This practice is consistent with UOP's approach to education that places emphasis on practical experience rather than theory (Raphael & Tobias, 1997;Stamps, 1998;www.phoenix.edu).…”

Section: What Has Fueled the Growth?supporting

confidence: 62%

The Growth of for-Profit Higher Education

Morey

2001

Journal of Teacher Education

View full text Add to dashboard Cite

The article examines the recent growth of for-profit higher education in the United States with a special emphasis on teacher education. Recent increased interest in for-profit education accompanied by the availability of venture capital has focused discussion and debate on this growing segment of American education. Supporters of for-profit education point to the benefits that accrue from competition in a free market scenario, most importantly, the improvement of education and potential reduction in costs. Educators argue that public schools and universities play a critical role in a democratic society by providing education for citizenship and access to opportunity—functions rarely addressed by for-profit firms. At the higher education level, for-profit universities are beginning to offer teacher education programs specifically designed to meet state requirements only. The article concludes with a discussion of the implications of these developments for traditional colleges and universities.

show abstract

Section: What Has Fueled the Growth?supporting

confidence: 62%

The Growth of for-Profit Higher Education

Morey

2001

Journal of Teacher Education

View full text Add to dashboard Cite

show abstract

“…Alternative certification programs of various kinds, including for-profit teacher education (Raphael & Tobias, 1997) and teacher education programs using distance technologies (Ullrich, 2001), are here to stay and are part of the solution to the tremendous inequities that now exist in our public schools. We need to continue to develop multiple paths into teaching careers and focus on making sure that the components of high-quality teacher education are present in all of these structural models rather than attempting to assert the superiority of any particular model.…”

mentioning

confidence: 99%

“…Given the severity of current teacher shortages in urban and outlying rural schools throughout the United States and continuing shortages of qualified teachers in certain fields like mathematics, science, bilingual education, and special education, it is clear that traditional teacher education programs in the 1,300-plus colleges and universities that prepare teachers will not be able to address the problems by themselves. Alternative certification programs of various kinds, including for-profit teacher education (Raphael & Tobias, 1997) and teacher education programs using distance technologies (Ullrich, 2001), are here to stay and are part of the solution to the tremendous inequities that now exist in our public schools. We need to continue to develop multiple paths into teaching careers and focus on making sure that the components of high-quality teacher education are present in all of these structural models rather than attempting to assert the superiority of any particular model.…”

mentioning

confidence: 99%

What We Know and Don’t Know from Peer-Reviewed Research about Alternative Teacher Certification Programs

Zeichner

Schulte

2001

Journal of Teacher Education

110

View full text Add to dashboard Cite

This article examines the peer-reviewed literature on alternative teacher certification programs in the UnitedStates to see what can be concluded about who participates in these programs, where participants teach, how long participants stay, how participants' teaching is evaluated, and how well participants are able to promote student learning.The concept of "alternatives" to traditional state certification leaves a great deal of room for varied meaning. It can mean alternative ways to meet teacher certification requirements-such as a graduate level masters' degree program rather than an undergraduate teacher education program. It can mean alternative standards for certification which allows for truncated or reduced training-or for training completed during the course of a teaching career rather than prior to its initiation. Or it can mean alternatives to state certification itself, as where a state allows local employers to train and certify their own candidates.- Darling-Hammond (1990, p. 136)

show abstract

“…Critics noted that programs vary in terms of admission requirements, curriculum, and the required knowledge base of teachers in the classroom (Cochran-Smith et al, 2015;Levine, 2006). The largest producers of alternative programs include local education agencies, private non-profit organization, EMOs (Constantine et al, 2009;Levine, 2006;Raphael & Tobias, 1997), and perhaps not surprisingly, university-based education schools that house a number of alternative and fasttrack programs (Walsh & Jacobs, 2007).…”

Section: The Emergence Of Alternative Teacher Preparation Programsmentioning

confidence: 99%

Teach For America, Relay Graduate School, and charter school networks: The making of a parallel education structure

Mungal

2016

EPAA

View full text Add to dashboard Cite

In New York City, a partnership between Teach For America (TFA), the New York City Department of Education (NYCDOE), the Relay Graduate School of Education (Relay), and three charter school networks produced a parallel education structure within the public school system. Driving the partnership and the parallel education structure are the free market ideologies that emerged in the late 1970s that helped to open education to outside organizations. This paper captures two intertwined phenomena; the formation of the parallel education structure and the various partnerships that helped built it. This has resulted in two unique pathways within the public school system. One pathway focuses upon local area conventional public schools that are administered by the NYCDOE. The other pathway represents failing local area public schools that are run by charter school networks. This paper looks beyond TFA’s current influence within the classroom and explores how market forces led to its role with other educational organizations.

show abstract

Profit- Making or Profiteering? Proprietaries Target Teacher Education

Cited by 10 publications

References 0 publications

The Growth of for-Profit Higher Education

The Growth of for-Profit Higher Education

What We Know and Don’t Know from Peer-Reviewed Research about Alternative Teacher Certification Programs

Teach For America, Relay Graduate School, and charter school networks: The making of a parallel education structure

Contact Info

Product

Resources

About