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They are disconnected from the schools. They are disconnected from the arts and sciences. They engage in research disconnected from policy, practice, and the academy. Disconnected from the Schools Impressively, 88 percent of education school professors taught in a school at some point in their careers (Faculty Survey). However, alumni and current students complained often that the experiences were not recent or long enough. As one alumnus said: “Some of the professors I had hadn’t taught in a P-12 system for over 20 years.

A few other half in the elementary school”; students just refused to go and it was “almost every education class more trouble for the faculty too. required work in the classroom”; and A professor joked that the decision “The final course in my reading eliminated parking problems for degree was a six-credit, intensive everyone, assuaged the fears of practicum that involved both class students who did not want to work in work and working with a student. such a place anyway, and fit quite well I think this was the most powerful with most professors’ lack of aspect of my program for someone interest.

The study found that the group passing Praxis I had higher SAT scores overall on both the math and verbal tests than the national average. On the ACT, the group did better overall and, on the English portion of the exam, better than the national average, but performed slightly less well in math. Despite weaknesses in the study design favoring educa- 55 While many education students are not academically strong, the picture is far more complex than is usually portrayed. 51 When SAT scores are disaggregat- Aspiring elementary education teachers were among the poorest performers on the exam, scoring almost 100 points below the national average.

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Educating school teachers by Arthur Levine

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