Methodology: Early field work
Through review of catalog course descriptions and/or syllabi, we determined the earliest course in the professional coursework sequence that had a field work component.
Executive Summary
Report
Appendix
Ed School Reports
All Schools
- Academy for Urban School Leadership
- Augustana College
- Aurora University
- Benedictine University
- Blackburn College
- Bradley University
- Chicago State University
- Columbia College Chicago
- Concordia University Chicago
- DePaul University
- Dominican University
- Eastern Illinois University
- Elmhurst College
- Erikson Institute
- Eureka College
- Governors State University
- Greenville College
- Illinois College
- Illinois Institute of Technology
- Illinois State University
- Illinois Wesleyan University
- Judson University
- Kendall College
- Knox College
- Lake Forest College
- Lewis University
- Loyola University Chicago
- MacMurray College
- McKendree University
- Millikin University
- Monmouth College
- National-Louis University
- North Central College
- North Park University
- Northeastern Illinois University
- Northern Illinois University
- Northwestern University
- Olivet Nazarene University
- Principia College
- Quincy University
- Rockford College
- Roosevelt University
- Southern Illinois University - Carbondale
- Southern Illinois University - Edwardsville
- St. Xavier University
- Teach for America - Chicago
- The New Teacher Project - Chicago Teaching Fellows
- The University of Chicago
- Trinity Christian College
- Trinity International University
- University of Illinois at Chicago
- University of Illinois at Urbana-Champaign
- University of Illinois Springfield
- University of St. Francis
- Western Illinois University
- Wheaton College
Ten Largest
- 1. Illinois State University
- 2. Northern Illinois University
- 3. Eastern Illinois University
- 4. Northeastern Illinois University
- 5. University of Illinois at Urbana-Champaign
- 6. DePaul University
- 7. National-Louis University
- 8. Southern Illinois University - Carbondale
- 9. Southern Illinois University - Edwardsville
- 10. Western Illinois University
Standards
Rationale
Select Standard
- Selectivity
- Selective admissions
- Serious coursework
- Exit exams
- Preparation for the 21st Century Classroom
- Understanding diversity
- Learning standards
- English language learners
- Education issues
- Integrating technology
- Assistive technology
- Global perspective
- Practice Teaching
- Training model
- Early field work
- Full-time student teaching
- Aligned student teaching
- Student teaching placements
- Back-up degree
- Professional Training
- Classroom assessments
- Special education assessment
- Cognitive psychology
- Classroom management
- Special education
- Preparation efficiency
- Course frequency
- Program Evaluation
- Graduate outcomes
- Graduates' effectiveness
- Faculty
- Faculty expertise
- Preparation Specific to Secondary Teachers
- High school preparation
- Secondary methods
- Preparation Specific to Elementary Teacher Candidates
- Broad subject preparation
- Reading instruction (coursework content)
Reading instruction (coursework consistency) - Elementary math
- Math methods
- Other methods
- Midde school preparation
- Preparation Specific to Special Education Teachers
- Broad subject preparation
- Reading instruction (coursework content)
Reading instruction (coursework consistency) - Elementary math
- Special education pedagogy
- Teacher production
Methodology
Select Standard
- Selectivity
- Selective admissions
- Serious coursework
- Exit exams
- Preparation for the 21st Century Classroom
- Understanding diversity
- Learning standards
- English language learners
- Education issues
- Integrating technology
- Assistive technology
- Global perspective
- Practice Teaching
- Training model
- Early field work
- Full-time student teaching
- Aligned student teaching
- Student teaching placements
- Back-up degree
- Professional Training
- Classroom assessments
- Special education assessment
- Cognitive psychology
- Classroom management
- Special education
- Preparation efficiency
- Course frequency
- Program Evaluation
- Graduate outcomes
- Graduates' effectiveness
- Faculty
- Faculty expertise
- Preparation Specific to Secondary Teachers
- High school preparation
- Secondary methods
- Preparation Specific to Elementary Teacher Candidates
- Broad subject preparation
- Reading instruction (coursework content)
Reading instruction (coursework consistency) - Elementary math
- Math methods
- Other methods
- Midde school preparation
- Preparation Specific to Special Education Teachers
- Broad subject preparation
- Reading instruction (coursework content)
Reading instruction (coursework consistency) - Elementary math
- Special education pedagogy
- Teacher production
Findings
Select Standard
- Selectivity
- Selective admissions
- Serious coursework
- Exit exams
- Preparation for the 21st Century Classroom
- Understanding diversity
- Learning standards
- English language learners
- Education issues
- Integrating technology
- Assistive technology
- Global perspective
- Practice Teaching
- Training model
- Early field work
- Full-time student teaching
- Aligned student teaching
- Student teaching placements
- Back-up degree
- Professional Training
- Classroom assessments
- Special education assessment
- Cognitive psychology
- Classroom management
- Special education
- Preparation efficiency
- Course frequency
- Program Evaluation
- Graduate outcomes
- Graduates' effectiveness
- Faculty
- Faculty expertise
- Preparation Specific to Secondary Teachers
- High school preparation
- Secondary methods
- Preparation Specific to Elementary Teacher Candidates
- Broad subject preparation
- Reading instruction (coursework content)
Reading instruction (coursework consistency) - Elementary math
- Math methods
- Other methods
- Midde school preparation
- Preparation Specific to Special Education Teachers
- Broad subject preparation
- Reading instruction (coursework content)
Reading instruction (coursework consistency) - Elementary math
- Special education pedagogy
- Teacher production
