A broad body of research has demonstrated that traditional teaching requirements like licensing, certification, education majors, and education graduate work does not notably increase teaching quality. This casts grave doubt on the practice of nearly all states and schools to require some form of teaching education for practicing teachers.
Furthermore, research has begun also to demonstrate that schools of education badly inflate grades and provide weak courses of instruction. What, then, should lawmakers, school boards, administrators, and potential teachers do to ensure teaching quality?
Richard Vedder, director of the Center for College Affordability and Productivity, and Margaret Crocco, dean of the University of Iowa’s College of Education, join host Roy Goodman on this panel for Higher Education Today to discuss failures and bright spots of teaching education.