战后美国教师教育专业标准演进研究
|
摘要
战后，美国为提高教师教育质量，十分重视教师教育专业标准的制定和实施。全美教师教育认可委员会（以下简称NCATE）作为美国最具权威性的教师教育认证机构，自1952年成立以来，积极致力于教师教育专业标准的制定、完善与认可活动，曾先后出台并实施了多个颇具影响力的教师教育专业标准，极大推动了战后美国教师教育的专业化发展。
根据专业标准所依托的评价理论及评价导向的不同，战后美国教师教育专业标准的演进过程可大致分为四个阶段。
自1945年二战结束至20世纪60年代初是教师教育专业标准的“目标本位”阶段。战后初期，在美国社会变革及提高教育质量的改革需求下，NCATE于1952年应运而生。1957年，NCATE出台了第一个教师教育专业标准，该标准是以“教师教育目标”为核心的评价体系，通过评价与教师教育专业目标相关的条件和过程来判断教师教育专业水平，最终做出专业认可判断。该标准的实施，对战后美国开启提高教师培养质量新阶段起到奠基作用。
20世纪60年代初到70年代是教师教育专业标准的“课程本位”阶段。20世纪60年代，NCATE遭到了多方指责和批判，在一片质疑声中，NCATE开始着手对1957年标准进行修订，并于1970年出台了新的专业标准。该标准是以“课程”为核心的评价体系，通过评价教师教育专业所设置的课程计划及实施课程计划的其他条件来判断教师教育专业的水平，最终做出认可判断。相比1957年标准，新标准有了长足的进步，它确立了普通教育、专业教育、教学科目和实习等四方面组成的教师教育课程结构。
20世纪80年代至90年代初是教师教育专业标准的“知识基础本位”阶段。20世纪80年代，NCATE在内外多重危机的背景下开始对自身进行改革，与此同时也对1970年标准进行反思与修订，并于1990年出台了新的专业标准。新标准的特征是强调教师教育的知识和技能，明确要求教师教育应以知识基础为依托来设置课程。该标准顺应了美国教师教育改革和发展的潮流，促进了教学专业化的进程。
20世纪90年代中期至今是教师教育专业标准的“绩效本位”阶段。1995年，NCATE出台了新的教师教育专业标准，此后又于2000年和2008年分别进行了修订。新的标准是以“绩效”为评价核心，将评价的重点放在以知识的生成观为基础，要求学生展示学习成果，即通过学生的活动和成果来评价学生的发展，考察教师教育专业的水平。
由联邦政府认可的社会评价机构制定教师教育专业标准，并由其对教师教育实施专业评价，以及在标准制定过程中注意评价理论与评价实践的结合，是战后美国教师教育专业标准演进的重要特征。专业标准的制定与完善，对战后美国教师教育健康发展起到了重要的促进作用，有效推动了教师教育质量的提升，促进了教师的专业化发展。战后美国教师教育专业标准的演进历程，对正处于教师教育转型期的我国，有着极为现实的借鉴价值。
Since World War II, in order to improve the quality of education, the United Statesattaches great importance to the development and implementation of teacher educationprofessional standards. As the most authoritative organization, the National Council forAccreditation of Teacher Education (NCATE) actively committed to the development,improvement and accreditation activities of the professional standards of teacher educationsince its establishment in1952. It has introduced and implemented a number of influentialteacher professional standards, which has greatly promoted the specialization development ofpostwar American teacher education.
According to the different theory and orientation of evaluation, the progress of postwarAmerican teacher education professional standards can be roughly divided into four stages.
The phase from the ending of WWII in1945to1960s was the “objective-based” stage.Early postwar, NCATE came into being in1952under the needs of improving the quality ofteacher education. In1957, NCATE introduced the first teacher education professionalstandards, which is a set of teacher education professional standards with the core of “teachereducation objective”, which determine the level of teachers' professional education throughthe evaluation conditions and processes and eventually to make judgments of professionalrecognition. The implementation of this standard played a good promoting role in enhancingthe quality of teacher education program in the United States.
The phase from1960s to1970s was the "curriculum-based" stage. In1960s, NCATE gota lot of criticism, with these doubt sound, NCATE began to revise the1957standards andintroduced a new teacher education professional standards in1970. This teacher educationstandard was based on the “curriculum” and to determine the level of professional teachereducation by the evaluation of teacher education profession lesson plans and other conditionsof implementation of the curriculum plan and ultimately make recognition judgments.Compared to the1957standards, the new teacher education professional standards has madegreat strides and established its curriculum structure including the following four aspects: general education, professional education, teaching subjects and student teaching.
The phase of1980s to the mid-90s is the "knowledge-based" stage. In1980s, NCATEsuffered multiple crises from both external and internal and began to rebuild, at the same timealso to rethink and revise the1970standards. In1990, the rebuilt NCATE introduced the newteacher education professional standards, which focused on the effect and quality of teachereducation. The standard explicitly requires the teacher education program should beknowledge-based, which is the theoretical basis of curriculum development and curriculumdesign. The teacher education professional standard in1990conforms to the trend of reformand development in the United States, and promotes the process of teachingprofessionalization.
The phase from the mid1990s until now is the "performance-based" stage. A newteacher education professional standard was introduced by NCATE in1995，and this standardwas revised twice respectively in2000and2008. The new standard evaluation based on"performance”, that made the evaluation focused on the knowledge generation, requiringstudents to demonstrate their learning outcomes, that is to assess students' knowledge, skillsand development through students’ activities and achievements and to investigate the level ofteacher education profession.
It is the social evaluation authority recognized by federal government to establish theteacher education professional standards and to evaluate the teacher education majors and tocombine the theory and practice during the process of making the teacher education standards,which is one important character of the evolution process for teacher education professionalstandards in America after WWII. The formulating and evaluation of teacher educationstandards had played an important role for improving the quality of American teachers andfurther for improving the quality of education and therefore had promoted the development ofteacher professionalization forward. The teacher education in China is during the transitiontime, so the experiences of the evolution process for postwar teacher education professionalstandards in America could be helpful for China’s teacher education.
根据专业标准所依托的评价理论及评价导向的不同，战后美国教师教育专业标准的演进过程可大致分为四个阶段。
自1945年二战结束至20世纪60年代初是教师教育专业标准的“目标本位”阶段。战后初期，在美国社会变革及提高教育质量的改革需求下，NCATE于1952年应运而生。1957年，NCATE出台了第一个教师教育专业标准，该标准是以“教师教育目标”为核心的评价体系，通过评价与教师教育专业目标相关的条件和过程来判断教师教育专业水平，最终做出专业认可判断。该标准的实施，对战后美国开启提高教师培养质量新阶段起到奠基作用。
20世纪60年代初到70年代是教师教育专业标准的“课程本位”阶段。20世纪60年代，NCATE遭到了多方指责和批判，在一片质疑声中，NCATE开始着手对1957年标准进行修订，并于1970年出台了新的专业标准。该标准是以“课程”为核心的评价体系，通过评价教师教育专业所设置的课程计划及实施课程计划的其他条件来判断教师教育专业的水平，最终做出认可判断。相比1957年标准，新标准有了长足的进步，它确立了普通教育、专业教育、教学科目和实习等四方面组成的教师教育课程结构。
20世纪80年代至90年代初是教师教育专业标准的“知识基础本位”阶段。20世纪80年代，NCATE在内外多重危机的背景下开始对自身进行改革，与此同时也对1970年标准进行反思与修订，并于1990年出台了新的专业标准。新标准的特征是强调教师教育的知识和技能，明确要求教师教育应以知识基础为依托来设置课程。该标准顺应了美国教师教育改革和发展的潮流，促进了教学专业化的进程。
20世纪90年代中期至今是教师教育专业标准的“绩效本位”阶段。1995年，NCATE出台了新的教师教育专业标准，此后又于2000年和2008年分别进行了修订。新的标准是以“绩效”为评价核心，将评价的重点放在以知识的生成观为基础，要求学生展示学习成果，即通过学生的活动和成果来评价学生的发展，考察教师教育专业的水平。
由联邦政府认可的社会评价机构制定教师教育专业标准，并由其对教师教育实施专业评价，以及在标准制定过程中注意评价理论与评价实践的结合，是战后美国教师教育专业标准演进的重要特征。专业标准的制定与完善，对战后美国教师教育健康发展起到了重要的促进作用，有效推动了教师教育质量的提升，促进了教师的专业化发展。战后美国教师教育专业标准的演进历程，对正处于教师教育转型期的我国，有着极为现实的借鉴价值。
Since World War II, in order to improve the quality of education, the United Statesattaches great importance to the development and implementation of teacher educationprofessional standards. As the most authoritative organization, the National Council forAccreditation of Teacher Education (NCATE) actively committed to the development,improvement and accreditation activities of the professional standards of teacher educationsince its establishment in1952. It has introduced and implemented a number of influentialteacher professional standards, which has greatly promoted the specialization development ofpostwar American teacher education.
According to the different theory and orientation of evaluation, the progress of postwarAmerican teacher education professional standards can be roughly divided into four stages.
The phase from the ending of WWII in1945to1960s was the “objective-based” stage.Early postwar, NCATE came into being in1952under the needs of improving the quality ofteacher education. In1957, NCATE introduced the first teacher education professionalstandards, which is a set of teacher education professional standards with the core of “teachereducation objective”, which determine the level of teachers' professional education throughthe evaluation conditions and processes and eventually to make judgments of professionalrecognition. The implementation of this standard played a good promoting role in enhancingthe quality of teacher education program in the United States.
The phase from1960s to1970s was the "curriculum-based" stage. In1960s, NCATE gota lot of criticism, with these doubt sound, NCATE began to revise the1957standards andintroduced a new teacher education professional standards in1970. This teacher educationstandard was based on the “curriculum” and to determine the level of professional teachereducation by the evaluation of teacher education profession lesson plans and other conditionsof implementation of the curriculum plan and ultimately make recognition judgments.Compared to the1957standards, the new teacher education professional standards has madegreat strides and established its curriculum structure including the following four aspects: general education, professional education, teaching subjects and student teaching.
The phase of1980s to the mid-90s is the "knowledge-based" stage. In1980s, NCATEsuffered multiple crises from both external and internal and began to rebuild, at the same timealso to rethink and revise the1970standards. In1990, the rebuilt NCATE introduced the newteacher education professional standards, which focused on the effect and quality of teachereducation. The standard explicitly requires the teacher education program should beknowledge-based, which is the theoretical basis of curriculum development and curriculumdesign. The teacher education professional standard in1990conforms to the trend of reformand development in the United States, and promotes the process of teachingprofessionalization.
The phase from the mid1990s until now is the "performance-based" stage. A newteacher education professional standard was introduced by NCATE in1995，and this standardwas revised twice respectively in2000and2008. The new standard evaluation based on"performance”, that made the evaluation focused on the knowledge generation, requiringstudents to demonstrate their learning outcomes, that is to assess students' knowledge, skillsand development through students’ activities and achievements and to investigate the level ofteacher education profession.
It is the social evaluation authority recognized by federal government to establish theteacher education professional standards and to evaluate the teacher education majors and tocombine the theory and practice during the process of making the teacher education standards,which is one important character of the evolution process for teacher education professionalstandards in America after WWII. The formulating and evaluation of teacher educationstandards had played an important role for improving the quality of American teachers andfurther for improving the quality of education and therefore had promoted the development ofteacher professionalization forward. The teacher education in China is during the transitiontime, so the experiences of the evolution process for postwar teacher education professionalstandards in America could be helpful for China’s teacher education.
引文
①Lee,O., yarger,S.J.(1996),Modes of Inquiry in Research on TeacherEducation[A].In:Sikula,J.(ed.).Handbook of Research on Teacher Education[M].New York:Simon&Schuster Macrmilan,1996.
②陈永明.现代教师论［M.上海:上海教育出版社,1999：27.
③Dunkin,M.J.The International Encyclopedia of Teaching﹠Teacher Education[M].Oxford:PergamonPress,1987:73.
①成有信.十国师范教育和教师[M].北京:人民教育出版社,1990:139-143.
②张德锐.师资培育与教育革新研究[M].台北:五南图书出版有限公司,1998:46-62.
③赵中建.美国80年代以来教师教育发展政策评述[J].全球教育展望,2001，(9)：31.
①周红安,郑颖.美国教师教育改革与发展的历史探析[J].内蒙古师范大学学报,2004,(9):15.
②许明.美国教师教育专业标准概述—美国教师队伍质量保证机制研究之二[J].课程教材教法,2002,(11).
③周钧.美国教师教育认可标准的变革与发展——全美教师教育认可委员会案例研究[M].北京:北京师范大学出版社,2009:65.
④洪明.美国教师质量保障体系历史演进研究[M].北京:北京师范大学出版社,2010:78.
①Linsey M. Accreditation in Teacher Education[R].ERIC Document Reproduction Service (NO.ED084760).1974:26-32.
②Robert V. Bullough,JR,D. Cecil Clark&Robert S. Patterson.Getting in Step:accountability, accreditationand the standardization of teacher education in the United States[J]. Journal of Education for Teaching,2003,29(1):35-51.
③Lucas, Christopher J. Teacher Education in America: Reform Agendas for the Twenty-First Century[M].New York: St. Martin’s Press,1997:199-202.
①Cruickshank,D.R., Mccullough.J.D., Reynolds, R.T., Troyer, M.B.&Jr. Cruz,J. The Legacy of NCATE:An Analysis of Standards and Criteria for Compliance Since1957[R].ERIC Document ReproductionService (NO. ED339686),1991:1-85.
②Edmundson, P.J. Renewal Agendas and Accreditation Requirements: Contrasts and Correspondence[J].Journal of Teacher Education,1993,44(3):170-175.
③Roth, R.A.NCATE: Institutional perspective from the pilot studies. Unpublished manuscript, CaliforniaState University, Long Beach.转引自：Roth, R. A. Pipho, C.(1990) Teacher Education Standards[A]. In:Houston, W. R., Haberman, M., Sikula, J.(eds.). Handbook of Research on Teacher Education[M]. NewYork: Macmillan Publishing Company:132.
④Jones. D.W. Final report: A longitudinal study of the impact of NCATE accreditation. Muncie[J].IN: BallState University.转引自张德锐.师资培育与教育革新研究.中国台北:五南图书出版有限公司.1998,(72).
①Lindsey, M. Accreditation in Teacher Education.[M] ERIC Document Reproduction Service (No. ED084760),1974:18-20.
②Fidelma Spiering, S.&Howsam, R. B. New Developments in Accreditation[A]. In: AmericanAssociation of Colleges for Teacher Education[M]. Yearbook,1974:55-77.
③Moore,C.A.Accreditation of Higher Education:The case of NCATE[R].ERIC Document ReproductionService (No. ED226684),1982:9-20.
④Kunkel,R.C.Regional and National Voluntary Accreditation:The Place and Appropriate Future ofNational Accreditation[R] ERIC Document Reproduction Service (No. ED250309),1984:1-12.
⑤Roth,R.A., Pipho, C. Teacher Education Standards[A]. In: Houston, W. R., Haberman, M.&Sikula,J.(eds.), Handbook of Research on Teacher Education[M]. New York: Macmillan,1990:129.
⑥Lucas, C. J. Teacher Education in American: Reform Agendas for the Twenty-First Century[M]. NewYork: St. Martin’s Press,1977:196-197.
⑦Gideonse,H.D.The Redesign of NACTE:1980to1986[A]. In: Gideonse,H.D.(ed.). Teacher EducationPolicy: Narratives, Stories, and Cases[M]. New York:State University of New YorkPress,1992:245-263.
⑧Wise, A. E., Leibbrand, J. A. Standards in the new millennium: where we are, where we’re headed. Astatement from NCATE[J]. Journal of Teacher Education,2001,52(3):244-255.
⑨National Council for Accreditation of Teacher Education. A Decade of Growth1991-2001[M].Washington, D. C.: the author,2002:10-19.
①Roth, R. A. Standards for Certification, Licensure, and Accreditation[A]. In: Sikula, J.(ed.), Handbook ofResearch on Teacher Education[M]. New York: Simon&Schuster Macmillan,1996:242-278.
②Darling—Hammond.L.Teaching for America’s Future: National commissions and vested interests in analmost profession[J]. Education Policy,2000,Jan/Mar2000:174-177.
③Fidelma Spiering, S.&Howsam, R. B. New Developments in Accreditation. In: American Association ofColleges for Teacher Education. Yearbook[R]. ERIC Document Reproduction Service (No. EJ106667),1974:75.
④Wise, A. E. Moving toward performance-based accreditation system for the teaching profession.[A].In:Roth, R. A.(ed.). The Role of the University in the Preparation of Teacher[M].Philadelphia: FalmerPress,1999:151-165.
⑤Husen,T.,Postlethewaite,T.N.(eds.).International Encyclopedia of Education[M].Oxford:Pergamon.Press.1994:5961-5965.
⑥Koerner, J. D. The Miseducation of American Teachers[M]. Boston: Houghton MifflinCompany.1963:229-233.
⑦Conant. J. B. The Education of American Teacher[M]. New York: Mcgraw-Hill Book Company, INC.1963:70.
⑧Clark,D.L.&Marker, G. The Institutionalization of Teacher Education. In: Ryan, K.(ed.). TeacherEducation. Part II[M]. Chicago: The University of Chicago Press.1975:53-70.
⑨Larson, R. S. Accreditation: Some Professional Problems. Learning Today.5(Summer).转引自：Moore, C. A. Accreditation of Higher Education: The Case of NCATE[R]. ERIC document ReproductionService (No. ED226684).1982:31.
①Haywood, C. R. The Myths of Accreditation. Educational Forum.38(Jan.).转引自：Moore, C. A..Accreditation of Higher Education: The Case of NCATE[R]. ERIC document Reproduction Service (No.ED226684)1982:31.
②Fritschel, A. L.The1979NCATE Standards: Implication for Teacher Education Programs[J]. Journal ofTeacher Education.29(Jan./Feb.).1980:9-12.
③Hermanowicz, H. J. The Present Status and Future of NCATE[J]. Journal of Teacher Education.26(Jan./Feb.).1978:28-37.
④Krathwohi, D. R. An Accreditation Proposal[J]. Journal of Teacher Education.29(Jan./Feb.).1978:28-37.
⑤Olsen, H. C. Accreditation of Teacher Education is Alive and Kicking. Action in Teacher Education.1(Spring/Summer).转引自： Moore, C. A. Accreditation of Higher Education: The Case ofNCATE[R].ERIC document Reproduction Service(No. ED226684)1982:31.
⑥Wheeler, C. W. NCATE: Does it matter?(Research Series No.92). East Lansing, MI: Michigan StateUniversity, Institute for Research on Teaching.转引自：张德锐.师资培育与教育革新研究.中国台北：五南图书出版有限公司，1998:72-73.
⑦Roth, R. A. NCATE: Insttitutional perspectives from the pilot studies. Unpublished manuscript,California State University, Long Beach.转引自: Roth, R. A., Pipho, C.Teacher Education Standards.In: Houston, W. R., Haberman, M., Sikula, J.(eds.). Handbook of Research on Teacher Education[M].New York: Macmillan Publishing Company.1990:132.
⑧Bradley, A. Influence of Teacher Education Accrediting Body Grows. Education Week. Nov.11.转引自Newman, J. W. America’s Teachers: An Introduction to Education[M]. Boston: Allyn and Bacon.2002:97.
⑨Goodlad, J. I. Teachers for our Nation’s Schools[M]. San Francisco: Jossey-Bass Publishers.1990:147-149.
⑩Andrew, M. D. Schwab, R. L. Outcome-Centered Accreditation: Is Teacher Education Ready?[J].Journal of Teacher Education.44(3),1993:176-182.
11Gideonse, H. D. Appointments with Ourselves: A Faculty Argument for NCATE[J]. Phi Delta Kappan,1993:75(2),175.
12Gardnar, W. E., Scannell, D., Wisniewski, R. The Curious Case of NCATE Redesign[J]. Phi DeltaKappan,1990:77(9),625.
13Jones, D. W. Final report: A longitudinal study of the impact of NCATE accreditation. Muncie[M], IN:Ball State University.转引自：张德锐.师资培育与教育革新研究.中国台北：五南图书出版有限公司，1998:72.
①Coombs, C. G., Allred, R. A. NCATE Accreditation: Getting the Most from the Self-Study[J]. Journal ofTeacher Education.44(3),1993:165-169.
②Wilkerson, J. R., Searls, E.F., Uprichard, A. E. The Effectiveness of SIDPASS: A Research-BasedSelf-Study Model for Seeking NCATE Accreditation and Program Improvement[J]. Journal of TeacherEducation.1993:44(3),190-199.
③Kraff, N. P. Standards in Teacher Education: A Critical Analysis of NCATE, INTASC, and NBPTS[R].Seattle: American Educational Research Association annual Meeting,2001.
④Wise, A. E., Leibbrand, J. A. Standards and Teacher Quality: Entering the New Millennium[J]. PhiDelta Kappan.2000:81(98).616.
①Martin Haberman&T. M. Stinnet. Teacher Education&the New Profession of Teaching [M]. Berkeley,California: McCutchan Publishing Corporation,1973:30.
①U.S. Bureau of Education. The Report of the Commissioner of Education[M].1898-1899.
②James Johnson&Harold Collins. Introduction to the Foundations of American Education [M].Boston:Allyn and Bacon.2002:21.
③Edward C.Class.Prescription and Election in Elementary-School Teachertraining Curricula inStateTeachers Colleges [M]. NewYork: Bureau of Publications Teachers College, Columbia University,1931:39.
④杨汉清.外国中小学教师概况[M]．武汉：华中师范大学出版社,1985:595.
⑤滕大春.今日美国教育[M].北京：人民教育出版社,1980:131.
⑥Lueasc. J. Teacher Education in America: Reform Agendas for the Twenty-First Century [M]. New York:St Martin’ s Press,1997.
①都本伟,王凤玉.论美国师范教育的转型[J].辽宁师范大学学报(社会科学版),2009，（11）：56-59.
②Harper C A. A Century of Public Teacher Education [M]. Washington D C: American Association ofTeacher College, National Education Association,1939:148.
③郭爱丽.美国20世纪50—70年代教师教育改革研究[D].广州:华南师范大学,2007.
①滕大春.美国教育史[M].北京:人民教育出版社,2001:529.
①滕大春.美国教育史[M].北京:人民教育出版社,2001:540.
②L迪安·韦布（L.Dean Webb）.美国教育史：一场伟大的美国实验[M].陈露茜,李朝阳译.合肥：安徽教育出版社,2010:310.
①U.S.Oftice of Education.Life Adjustment for Every Youth[M]. Washington, D.C: U.S.CovernmentPrinting Office.15.
②周钧.美国教师教育认可标准的变革与发展——全美教师教育认可委员会案例研究[M].北京:北京师范大学出版社,2009:23.
①周钧.美国教师教育认可标准的变革与发展——全美教师教育认可委员会案例研究[M].北京:北京师范大学出版社,2009:23.
②National Education Association.Journey to Now (1946-1961): the First Fifteen Years of the ProfessionalStandards Movement in Teaching[M].Washington, D. C.: the Author.1961:62-64.
③National Education Association.Journey to Now(1946-1961):the First Fifteen Years of the ProfessionalStandards Movement in Teaching[M]. Washington, D. C.: the Author.1961:61-62.
①Merle L. Borrowman. The Liberal and Technical in Teacher Education: A Historical Survey of AmericanThought[M].New York: Bureau of Publications,Teachers College, Columbia University.1956:189.
②National Education Association.Journey to Now(1946-1961):the First Fifteen Years of the ProfessionalStandards Movement in Teaching[M]. Washington, D. C.: the Author.1961:59.
③李克军.战后美国教师教育改革与发展研究[M].保定：河北大学出版社，2014:78.
①刘静.20世纪美国教师教育思想的历史分析[M].北京:北京师范大学出版社,2009:102.
②马骥雄.战后美国教育研究[M].南昌:江西教育出版社,1991:178-183.
①Woodring,P. The Development of Teacher Education. In: Ryan,K.(ed.). Teacher Education: TheSeventy-fourth Yearbook of the National Society for the Study of Education. Part II[M]. Chicago: TheUniversity of Chicago Press.1970:9.
②马骥雄.战后美国教育研究[M].南昌:江西教育出版社,1991:177.
③Goodlad,J. Teachers for Our Nation’s Schools[M].San Francisco: Jossey-Bass Publishers.1990:73.
④Feiman-Nemser, S.Teacher Preparation: Structural and Conceptual Alternative[A]. Houston, W. K.,Haberman, M.&Sikula,J. Handbook of Research on Teacher Education[M]. New York:Macmillan.1990:214.
①洪明.美国教师质量保障体系历史演进研究[M].北京:北京师范大学出版社,2010:89.
①NEA, Conference on Accrediting, Minute of the Representative Assembly, in the Proceedings of theEighty-fourth Annual Meeting,1945-1946, Washington D.C.: NEA,1946:239.
②“十人联合委员会”中的十人来自五个学院协会，每个协会出两名代表。这五个协会分别是：“全美州立大学协会”（The national Association of State University,简称NASU）、“美国增地学院和大学协会”（the American Association of Land-Grant Colleges and Universities,简称AALGCU）、“美国大学协会”（the American Association of Universities,简称AAU）、“城市大学协会”（the Association of Urban Universities,简称AUU）、“美国学院协会”（the Association ofAmerican College,简称AAC）.
③Temporary Committee, Minutes of the Second meeting of the Temporary Committee, September22,Washington D. C. Mimeographed.1951:1-2.
①Sidney Dorros.Teaching as a Profession[M].Columbus:Charles E. Merrill Publishing Company,1968:38.
②W.E. Armstrong. National Council for Accreditation of Teacher Education. In L. E. Blauch (Ed).Accreditation in Higher Education[M].Washington D. C.: GPO,1959:203-204.
①American Council on Education. Cooperation in General Education, A Final Report of the ExecutiveCommittee of the Cooperative Study in General Education[M]. Washington D.C.: the Council,1947:22.
②Edward R. Ducharme, Mary K. Ducharme. The American Association of Colleges for Teacher Education:A History[R].Washington D.C.:AACTE publications.www.aacte.org.[2013-07-25]
③张德锐.师资培育与教育革新研究[M].台北:五南图书出版有限公司,1998:41.
④National Education Association.Journey to New (1946--1961):The First Fifteen Years of Professional
Standards Movement in Teaching[J].Washington,D.C.:the author,1961:81.
①王致和.高等学校教育评估[M].北京:北京师范大学出版社,1995:6-7.
③Nation Council for Accreditation of Teacher Education.Standards＆Cuide for Accreditation of TercherEducation[M].Washiongton D.C:the author,1957:1-24
①Valli,L.&Rennert-Ariev,P. New Standards and Assessment? Curriculum Transformation in TeacherEducation[J]. Journal of Curriculum Studies.2002:34(2).205.
①李其龙,陈永明.教师教育课程的国际比较[M].北京:教育科学出版社,2002:5.
②Sidney Dorros.Teaching as a Porfession [M]. Columbus,Ohio: Charles E.Merrill Publishing Company,1968:38
①滕大春.今日美国教育[M].北京:人民教育出版社.1980:133
①Conant,J.B. The Education of American Teachers[M]. New York: Mcgraw-Hill Book Company, INC.1963:70.
②Koerner, J. D. The Miseducation of American Teachers[M]. Boston: Houghton Mifflin Company.1963:229-233.
③Lindsey,M. Accreditation in Teacher Education[R]. ERIC Document Reproduction Service(No. ED084760).1973:34.
①James S. Coleman, Ernest Q. Campbell, Carol J. Hobson. Equality of Educational Opportunity[R].Washington D.C.: U.S. Government Printing Office,1996.
①马骥雄.战后美国教育研究[M].南昌:江西教育出版社,1991:48
①Clifford G.J.&Cuthrie J.M.(Ed.) School: a Brief for Professional Education[M]. Chicago and London:the University of Chicago Press,1988:170-171.
②Clifford G.J.&Cuthrie J.M.(Ed.) School: a Brief for Professional Education[M]. Chicago and London:the University of Chicago Press,1988:172.
①滕大春.美国教育史[M].北京:人民教育出版社,2001:89-92.
②滕大春.今日美国教育[M].北京:人民教育出版社,1980:55-60.
③滕大春.外国教育通史[M].济南:山东教育出版社,1994:90-96.
④成有信.十国师范教育和教师[M].北京：人民教育出版社,1990:150.
①张丽玉.美国能力本位教师教育运动研究[D].福州：福建师范大学，2007:105
②李克军.战后美国教师教育改革及发展研究[D]保定：河北大学，2011:58
③T.M.Stinnetl,Procedures Among the State[J].The Journal of Teacher Education,June1962,(2):175.
①John I Goodlad,Whither Schools of Education?[J]. Journal of Teacher,2012,(2).Education,1995,(5):325—327.
②[美]科南特.科南特教育论著选[M].陈友松,译.北京:人民教育出版社,1988:295.
①[美]科南特.科南特教育论著选[M].陈友松,译.北京:人民教育出版社,1988:248.
②[美]科南特.科南特教育论著选[M].陈友松,译.北京:人民教育出版社,1988:261.
③[美]科南特.科南特教育论著选[M].陈友松,译.北京:人民教育出版社,1988:282.
④[美]科南特.科南特教育论著选[M].陈友松,译.北京:人民教育出版社,1988:292.
①[美]科南特.科南特教育论著选[M].陈友松,译.北京:人民教育出版社,1988:296.
②Phi Delta Kappan. Is the Education of American Teachers Influencing the Education of Teachers? In:Weiss, Robert M. the Conant Controversy in Teacher Education[M]. New York: RandomHouse,1969.164.
③Phi Delta Kappan. Is the Education of American Teachers Influencing the Education of Teachers? In:Weiss, Robert M. the Conant Controversy in Teacher Education[M]. New York: RandomHouse,1969.165-166.
①Koerner. J.D. The Miseducation of American of American Teachesrs[M]. Boston: Houghton MifflinCompany.1963:229-233.
②Lindsey.M. Accreditation in Teacher Education[R].ERIC Document Reproduction Service (NO.ED084760).1973:34.
①斯塔弗尔比姆.方案评价的CIPP模式.教育学文集·教育评价[M].北京:人民教育出版社,1989:297-304.
②斯塔弗尔比姆.方案评价的CIPP模式.教育学文集·教育评价[M].北京:人民教育出版社,1989:312-322.
①National Council for Accreditation of Teacher Education. Standards for Accreditation of TeacherEducation:The accreditation of basic and advanced preparation preparation programs for professionalschool personnel[M]. Washington,DC: the Author.1970:3-9.
①Tamir,Eran;Wilson,Suzanne M.,Who shoud guard the gates?Evidentiary and professional warrants forclaiming jurisdiction[EB/OL],http://goliath ecnext.com/coms2/gi＿0199-4692394/Who-should-guard-the-gates.html.
①Borrowman,M.L. Liberal Education and the Professional Preparation of Teachers. In:Borrowman,M.L:.Teacher Education in America: A Documentary History[M]. New York: TeachersCollege Press.1965:45-53.
36[美]韦恩·厄本,杰宁斯·瓦格纳.美国教育——一部历史档案[M].周晟.谢爱磊译.北京：中国人民大学出版社，2009:471.
②[美]L.迪安·韦布.美国教育史-一场伟大的美国实验[M].陈露茜,李朝阳译.合肥:安慰教育出版社,2010:384.
③David F.Labaree,Powaer,Knowledge,and the Rationalization of Movement to Professionalize ofTeaching[J]. Harvard Educational Review,1992,Vol.61,NO.2,143
②Carnegie Forum on Education and the Economy. A Nation Prepared: Teachers for the Twenty-firstCentury[R]. Washington D.C.:Author,1986:14.
①Feistritzer, E.,&Chester, D.Alternative Teacher Certification: An OvervieB/w[EOL]. Retrieved June24,2003,from National Center for Education Information, www.ncei.com.
①谌启标.美国教师面临的问题与改革策略[J].教学与管理，2001，（9）:79-80.
①谌启标.美国教师教育大学化及其质量保证[J].教育与考试,2008，(1):37.
②Darling-Hammond, L. The Right to Learn: A Blueprint for Creating Schools that Work[M]. SanFrancisco: Jossey-Bass,1997:298.
①Arthur Levine. Taming The Wild West of Teacher Education: Radical solutions to the problem of teachingteachers[OE/EB]. http://www2.scholastic. com/browse/subarticle.jsp? id=29822007-12-24.
③Gideonse,H.D. The Redesign of NCATE:1980to1986. In: Gideonse.H.D.(ed.) Teacher Education Policy:Narratives, Stories and Case[M]. New York: State University of New York Press,1992:247.
①指的是“州立大学、赠地学院和私立大学教育学院协会（Association of Colleges and School ofEducation in State Universities and land Grant Colleges and Affiliated Private Universities,ACSESULGC/APU）和州立学院和大学教师教育委员会（Teacher Education Council of State Collegesand University TECSCU）”等。
②Gideonse,H.D. The Redesign of NCATE:1980to1986[A]. In: Gideonse.H.D.(ed.) Teacher EducationPolicy: Narratives, Stories and Case[M]. New York: State University of New York Press,1992:245-246.
①许建钺.教育测量与评价[M].北京:教育科学出版社,1992:14-18.
①杨明全.从教学专业化看美国在职教师进修计划[J].外国教育研究,2003(3):38.
①Watkins,Beverly T,Denials of Re-Accreditation Rise Sharply Under New Teacher-EduationPolicies[J].The Chronicle of Higher Education,Oct.4,1989:21.
①李其龙,陈永明.教师教育课程的国际比较[M].北京:教育科学出版社,2002:16-19.
①William J. Clinton. A New Convenant for American Security[R]. Remarks Prepared for Delivery,Governor Bill Clinton,Foreign Policy Association, New York, April1,1992:2.
②张敏谦.美国全球战略剖析——从“世界新秩序”到“克林顿主义”[J].美国研究,2000,(12):24.
①吕达,周满生.当代外国教育改革著名文献（美国卷.第三册）[M].北京:人民教育出版社,2004:212.
②吕达,周满生.当代外国教育改革著名文献（美国卷.第三册）[M].北京:人民教育出版社,2004:212.
①NBPTS. What Teacher Should know and Be Able to Do[EB/OL]. http://www.docin.com/p-332986252.html.[2014-02-27].
①郗海霞.顺应全球化:教师教育全球观的确立[J].外国教育研究,2003,(8):30.
①Gardner W. E., Scannell, D&Wisniewski, R. The Curious Case of NCATE Redesign[M]. Phi DeltaKappan,1996:625.
①Gardner W. E., Scannell, D&Wisniewski, R. The Curious Case of NCATE Redesign[M]. Phi DeltaKappan,77(9),622-629.
②Conant, J. B. The Education of American Teachers[M]. New York: Magraw-Hill Book Company,INC.1996:69.
③Lucas, Christopher J. Teacher Education in America: Reform Agendas for the Twenty-First Century[M].New York: St Martin’s Press.1997:197-199.
①Palomba, C.A. Banta,T. W. Assessment Essentials: Planning, Implementing and Improving Assessment inHigher Education [M]. San Francisco: Jossey-Bass Publishers.1999:116.
②Husen, T. Postlethewaite, T. N.(ed.). International Encyclopedia of Education.(2nded.)[M].Oxford:Pergamon Press.369.
③Porter,A.C., Youngs,P.&Odden, A. Advance in Teacher Assessments and Their Uses. In: Richardson, V.(ed.) Handbook of Research on Teaching.4thEdition[M]. Washington D.C.: American EducationResearch Association.2001:262.
④Feistritzer, E.&Chester,D. Alternative Teacher Certification[M].Washington D.C.: National Center forEducation Information.1996.
①Parsad.B. et al. Teacher Preparation and Professional Development:2000[M].Washington D.C.: NationalCenter for Education Statistics, U.S. Department of Education.
②Palomba, C.A. Banta,T. W. Assessment Essentials: Planning, Implementing and Improving Assessment inHigher Education [M].San Francisco: Jossey-Bass Publishers.1999:118.
①Husen,T., Postlethewaite,T.N. International Encyclopedia of Education[M].Oxford: PergamonPress,1994:369.
①王海燕.美国教师专业发展学校的教育行动准备[J].外国中小学教育,2002(4):23
①David F. Labaree，Power，Knowledge，and the Rationalization of the Movement to Professionalize ofTeaching[J].Havard Educational Review，1992，Vol.61，No.2,143.
②杨明全.从教学专业化看美国在职教师进修计划[J].外国教育研究,2003(3):30.
①王致和.高等学校教育评估[M].北京:北京师范大学出版社,1995:6.
②斯塔弗尔比姆.方案评价的CIPP模式.教育学文集·教育评价[M].北京:人民教育出版社,1989:297-304.
①许建钺.教育测量与评价[M].北京:教育科学出版社,1992:14-18.
②Palomba, C.A. Banta,T. W. Assessment Essentials: Planning, Implementing and Improving Assessment inHigher Education [M].San Francisco: Jossey-Bass Publishers.1999:116.
③Husen, T. Postlethewaite, T. N.(ed.).International Encyclopedia of Education[M].Oxford: PergamonPress.1994:369.
①Porter,A.C., Youngs,P.&Odden, A. Advance in Teacher Assessments and Their Uses. In: Richardson, V.(ed.) Handbook of Research on Teaching.4thEdition.[M]. Washington D.C.: American EducationResearch Association.2001:262.
②Feistritzer, E.&Chester,D. Alternative Teacher Certification [M].Washington D.C.: National Center forEducation Information.1996.
③Parsad.B. et al. Teacher Preparation and Professional Development:2000[M].Washington D.C.: NationalCenter for Education Statistics, U.S. Department of Education.2001.
④Palomba, C.A. Banta,T. W. Assessment Essentials: Planning, Implementing and Improving Assessment inHigher Education [M].San Francisco: Jossey-Bass Publishers.1999:118.
①Moore, C. A. Accreditation of Higher Education: The Case of NCATE.[J] ERIC DocumentReproduction Service (No. ED226684).1982:31-39.
②Koerner, J. D. The Miseducation of American Teachers[M]. Boston: Houghton MifflinCompany.1963:229-233.
③Lindsey, M. Accreditation in Teacher Education[J].ERIC Document Reproduction Service (No. ED084760).1973:34.
④Moore, C. A. Accreditation of Higher Education: The Case of NCATE [J].ERIC DocumentReproduction Service (No. ED226684).1982:31-39.
1.[美]A.C.奥恩斯坦.美国教育学基础[M].刘付忱，等.译.北京：人民教育出版社,1984.
2.[美]L.迪安·韦布.美国教育史——一场伟大的美国实验[M].陈露茜，李朝阳.译.合肥：安徽教育出版社,2010.
3.[美]Thomas R.Guskey.教师专业发展评价[M].方乐，张英,等.译.北京：中国轻工业出版社,2005.
4.[美]波特.现代教育学说[M].孟宪承.译.上海：商务印书馆,1930.
5.[美]布鲁柏克.教育问题史[M].吴元训译.合肥：安徽教育出版社,1991.
6.[美]达琳·哈梦达.美国教师专业发展学校[M].王晓华，等译.北京：中国轻工业出版社,2006.
7.[美]科南特.科南特教育论著选[M].陈友松.译.北京：人民教育出版社,1988.
8.[美]库思.科学革命的结构[M].金吾伦，胡新和.译.北京：北京大学出版社,2012.
9.[美]拉格曼.一门捉摸不定的科学：困扰不断的教育研究的历史[M].花海燕,等.译，北京：教育科学出版社,2006.
10.[美]劳伦斯·阿瑟·克雷明.美国教育史[M].周玉军,等.译.北京：北京师范大学出版社,2003.
11.[美]劳伦斯·阿瑟·克雷明.学校的变革[M].单中惠,马晓斌.译.上海：上海教育出版社,1994.
12.[美]马克.C.卡恩斯,约翰.A.加勒迪.美国通史[M].吴金平,许双如,刘燕玲,等.译.济南：山东画报出版社,2008.
13.[美]沙沃森·汤.教育的科学研究[M].曹晓南,等.译.北京：教育科学出版社,2006.
14.[美]舒尔茨.现代心理学史[M].沈德灿,等.译.北京：人民教育出版社,1981.
15.[美]韦思·厄本;杰宁斯·瓦格纳.美国教育一部历史档案[M].周晟，谢爱磊.译.北京：中国人民大学出版社,2009.
16.[美]希尔斯曼.美国是如何治理的[M].北京：商务印书馆,1986.
17.[美]享科·A·吉鲁.教师作为知识分子—迈向批判教育学[M].朱红文,译.北京：教育科学出版社,2008.
18.[美]亚伯拉罕·弗莱克斯纳.现代大学论——美英德大学研究[M].徐辉,陈晓菲.译.杭州：浙江教育出版社,2001.
19.[美]约翰·S·布鲁贝克.高等教育哲学[M].王承绪,等.译.杭州：浙江教育出版社,1987.
20.《教育规划纲要》工作小组办公室.教育规划纲要学习辅导百问[M].北京：教育科学出版社,2010.
21. T.胡森.国际教育百科全书(第二卷)[M].贵阳：贵州教育出版社,1990.
22.安树芬，彭诗琅.中华教育历程(下)[M].北京：光明日报出版社,1997.
23.班克斯.多元文化教育概述[M].李苹绮.译.台北：国立编译馆,1998.
24.蔡敏.美国中小学教师评价及典型案例[M].北京：北京大学出版社,2009.
25.陈桂生.学校教育学原理[C].长沙：湖南教育出版社,2000.
26.陈永明.国际师范教育改革比较研究[M].北京：人民教育出版社,1999.
27.陈永明.教师教育研究[M].上海：华东师范大学出版社,2003.
28.陈永明.现代教师论[M].上海：上海教育出版社,1999.
29.陈振明.政策科学—公共政策分析导论(第2版)[M].北京：中国人民大学出版社,2003.
30.陈致远.多元文化的现代美国[M].成都：四川人民出版社,2003.
31.成有信.十国师范教育和教师[M].北京：人民教育出版社,1990.
32.程方平.国外教师问题研究[M].沈阳：沈阳出版社,2000.
33.崔相录，方正淑.迎接21世纪的发达国家教育改革探索[M].长沙：湖南教育出版社,1990.
34.端木义万.美国社会文化透视「M].南京：南京大学出版社,1999.
35.傅林.当代美国教育改革的社会机制研究：20世纪60年代美国教育改革运动的形成[M].北京：教育科学出版社,2006.
36.改革开放30年中国教育改革与发展课题组.教育大国的崛起1978—2008[M].北京：教育科学出版社,2008.
37.谷贤林.美国研究型大学管理[M].北京：教育科学出版社,2008.
38.顾明远,孟繁华.国际教育新理念[M].海口：海南出版社,2006.
39.顾明远.世界教育大系·美国教育[M].长春：吉林出版社,2000.
40.郭爱丽.美国20世纪50—70年代教师教育改革研究[D].广州：华南师范大学,2007.
41.郭志明.美国教师专业规范历史研究[M].北京：中国社会科学出版社,2004.
42.国家教育发展与政策研究中心.发达国家教育改革的动向和趋势（第二集）[M].北京：人民教育出版社,1987.
43.韩小蕙,王威.解密美国教育——旅美华人看美国教育[M].福州：福建人民出版社,2005.
44.贺国庆,王保星,朱文富.外国高等教育史[M].北京：人民教育出版社,2003.
45.贺国庆,于洪波,朱文富.外国教育史[M].北京：高等教育出版社,2009.
46.贺国庆.德国和美国大学发达史[M].北京：人民教育出版社,1998.
47.贺国庆.近代欧洲对美国教育的影响[M].保定：河北大学出版社,1994.
48.贺国庆.外国教育专题研究文集[M].保定：河北大学出版社,2001.
49.洪明.教师教育理论与实践[M].福州：福建教育出版社,2007.
50.洪明.美国教师质量保障体系历史演进研究[D].福州：福建师范大学,2008.
51.洪明.美国教师质量保障体系历史演进研究[M].北京：北京师范大学出版社,2010.
52.洪明.西方教师教育理论与实践[M].福州：福建教育出版社,2002.
53.胡庆芳.美国教育360度[M].北京：教育科学出版社,2007.
54.华东师范大学教育资料中心.当代国外教育研究[M].上海：华东师范大学出版社,1986.
55.黄光雄.资格能力本位师范教育[M].台北：复文图书出版社,1983.
56.黄光雄等编译.能力本位师范教育[M〕.高雄：复文图书出版社,1983.
57.黄济,王策三.现代教育论[C].北京：人民教育出版社,1996.
58.黄葳.教师教育体制国际比较研究[M].广州：广东高等教育出版社,2003.
59.黄志成.西方教育思想的轨迹：国际教育思想纵览[M].上海：华东师范大学出版社,2008.
60.纪晓林.美国公共教育的管理与政策[M].北京：北京师范大学出版社,1992.
61.教育部师范司.教师专业化的理论与实践[M].北京：人民教育出版社,2003.
62.靳希斌.教师教育模式研究[M].北京：北京师范大学出版集团,2009.
63.瞿葆奎,沈剑平.教育与教育学[C].北京：人民教育出版社,1993.
64.瞿葆奎.教育学文集·美国教育改革[M].北京：人民教育出版社,1990.
65.瞿葆全.教育学文集·国际教育展望[M].北京：人民教育出版社,1993.
66.李琛.关于美国教师专业化发展的初步研究[D].福州：福建师范大学,2003.
67.李其龙,陈永明.教师教育课程的国际比较[M].北京：教育科学出版社,2002.
68.李其荣.美国文化解读[M].济南：济南出版社,2005.
69.李寿祺.利益集团与美国政治[M].北京：中国社会科学出版社,1988.
70.李学农.教师专业化实践的困境与教师教育学科理论的生长[A].全国教师教育学科建设研讨会论文集[C].南京：南京师范大学,2006.
71.联合国教科文组织总部中文科译．教育：财富蕴藏其中[M]．北京：教育科学出版社,1996.
72.梁忠义.教师专业化视野下的美英日韩四国教师教育的改革与发展[M].长春：东北师范大学出版社,2003.
73.梁忠义.七国职业技术教育[M].长春：吉林教育出版社,1990.
74.林木.世界各国师范教育的课程[M].台北：台湾书店,1964.
75.刘复兴.教育政策的价值分析[M].北京：教育科学出版社,2003.
76.刘捷，谢维和.栅栏内外：中国高等师范教育百年省思[M].北京：北京师范大学出版社,2002.
77.刘捷.专业化：挑战21世纪的教师[M].北京：教育科学出版社,2002.
78.刘静.20世纪教师教育思想的历史分析[M]北京：北京师范大学出版社,2009.
79.刘庆仁.美国教育改革研究[M].台北：国立教育资料馆,2000.
80.刘绪贻.美国通史·战后美国史1945一2000[M].北京：人民教育出版社,2002.
81.刘永涛.当代美国社会[M].北京：北京社会科学出版社,2001.
82.陆有铨.躁动的百年—20世纪的教育历程[M].济南：山东教育出版社,2001.
83.吕达,周满生.当代外国教育改革著名文献（美国卷）[M].北京：人民教育出版社,2004.
84.罗廷光.教育科学研究大纲[M].上海：中华书局,1932.
85.马骥雄.美国教育改革[C].北京：人民教育出版社,1996.
86.马骥雄.战后美国教育研究[M].南昌：江西教育出版社,1991.
87.马啸风.中国师范教育史[M].北京：首都师范大学出版社,2003.
88.梅新林.聚焦中国教师教育[M].北京：中国社会科学出版社,2008.
89.梅新林.中国教师教育30年[M].北京：中国社会科学出版社,2008.
90.钱满素.美国自由主义的历史变迁[M].北京：三联书店,2006.
91.乔玉全.21世纪美国高等教育[M].北京：高等教育出版社,2000.
92.秦立霞.美国教师资格认证制度研究[M].北京：教育科学出版社,2010.
93.屈书杰.美国黑人教育史[M].保定：河北大学出版社,2004.
94.史静寰.当代美国教育[M].北京：社会科学文献出版社,2001.
95.宋嗣廉，韩力学.中国师范教育通览（上卷）[M].长春：东北师范大学出版社,1998.
96.苏真.比较师范教育[M].北京：北京师范大学出版社,1991.
97.孙大廷.美国教育战略的霸权向度[M].长春：吉林大学出版社,2009.
98.唐纳德·A·舍思.反映的实践者——专业工作者如何在行动中思考[M].夏林清.译.北京：教育科学出版社,2007.
99.滕大春.今日美国教育[M].北京：人民教育出版社,1980.
100.滕大春.美国教育史[M].北京：人民教育出版社,2001.
101.滕大春.外国教育通史[M].济南：山东教育出版社,1994.
102.滕大春.外国教育史和外国教育[M].保定：河北大学出版社,1998.
103.滕大春.外国教育通史[M].济南：山东教育出版社,1994.
104.滕星.中外教育名人辞典[M].北京：中央民族学院出版社,1988.
105.王定华.透视美国教育——20位旅美留美博士的体验与思考[M].北京：北京师范大学出版社,2008.
106.王定华.走进美国教育[M].北京：人民教育出版社,2004.
107.王凤玉.社会变革与教育机构转型——美国师范教师机构转型的研究及启示[M].北京：人民出版社,2008.
108.王卫东.教师专业发展探新——若干理论的阐释与辨析[M].暨南大学出版社,2007.
109.王艳玲.教师教育课程论[M].上海：华东师范大学出版社,2011.
110.王英杰.美国高等教育的发展与改革[M].北京：人民教育出版社,1993.
111.王致和.高等学校教育评估[M].北京：北京师范大学出版社,1995.
112.邬春芹.美国教师教育改革与教师专业化[D].上海：华东师范大学,2002.
113.吴式颖.外国现代教育史[M].北京：人民教育出版社,1997.
114.夏之莲.外国教育发展史料选粹(上、下)[M].北京：北京师范大学出版社,1999.
115.肖甦.比较教师教育[M].南京：江苏教育出版社,2010.
116.许建钺.教育测量与评价[M].北京：教育科学出版社,1992.
117.杨汉清．外国中小学教师概况[M]．武汉：华中师范大学出版社,1985.
118.杨慧敏.美国基础教育[M].广州：广东教育出版社,2004.
119.杨克瑞.战后美国联邦政府大学生资助政策研究[M].北京：北京师范大学出版社,2008.
120.叶澜.教师角色与教师发展新探[M].北京：教育科学出版社,2001.
121.叶澜.教育研究方法论初探[M].上海：上海教育出版社,1999.
122.于光远.教育人才素质研究[M].郑州：河南教育出版社,1991.
123.余家菊.师范教育[M].上海：上海中华书局,1926.
124.袁贵仁.全面贯彻第四次全国教育工作会议精神，深入学习《国家中长期教育改革与发展规划纲要（2010-2020）》[R].国家教育行政学院,2010-9-12.
125.袁振国.教育政策学[M].南京：江苏教育出版社,2000.
126.臧琰琰.美国多元文化教师教育研究[D].济南：山东师范大学,2009.
127.张斌贤,褚洪启.西方教育思想史[M].成都：四川教育出版社,1994.
128.张斌贤,孙益.探索外国教育史研究的新领域与新方法[M].桂林：广西师范大学出版社,2009.
129.张斌贤.西方高等教育哲学[M].北京：北京师范大学出版社,2007.
130.张德锐.师资培训与教育革新研究[M].台北：五南图书出版公司,1999.
131.张丽玉.美国能力本位教师教育运动研究[D].福州：福建师范大学,2007.
132.张维仪.教师教育—改革与发展热点问题透视[M].南京：南京师范大学出版社,2000.
133.赵中建.全球教育发展的历史轨迹—国际教育大会60年建议书[M].北京：教育科学出版社,1999.
134.赵中建.质量为本—美国基础教育热点问题研究[M].合肥：安徽教育出版社,2010.
135.钟秉林.教师教育转型研究.[M].北京：北京师范大学出版社,2009.
136.周采.美国教育史学：嬗变与超越[M].北京：人民教育出版社,2005
137.周慧芳.中美科学教师职前教育的比较研究[D].桂林：广西师范大学,2005.
138.周钧.美国教师教育认可标准的变革与发展——全美教师教育认可委员会案例研究[M].北京：北京师范大学出版社,2009.
139.周南照,赵丽,任友群.教师教育改革与教师专业发展：国际视野与本土实践[M].上海：华东师范大学出版社,2007.
140.周小虎.利益集团视角下的美国教师组织对教育政策影响的研究[D].长春：东北师范大学,2006.
141.朱小蔓.新世纪教师教育的专业化走向[M].南京：南京师范大学出版社,2003.
142.朱旭东.李琼.教师教育标准体系研究[M].北京：北京师范大学出版社,2011.
143.祝怀新.封闭与开放—教师教育政策研究[M].杭州：浙江教育出版社,2007.
1.常波.西方反思型教师教育思潮兴起背景综述[J].外国教育研究,2000(2).
2.陈林,蔡伟仁.从美国教师专业化看我国教师教育管理体制改革的出路[J].高校教育管理,2007(5).
3.陈蕊,刘晖.美国NCLB法案对教师教育的影响[J].中国教师,2008(10).
4.陈蕊.美国初任教师入职指导研究综述[J].教育导刊,2009(11).
5.陈时见,杜静.教师入职训练的国际经验与发展趋势[J].西南大学学报(社会科学版),2009(3).
6.陈颖.美国教师教育课程改革的学科融合趋势及其启示[J].民办高等教育研究,2007(1).
7.谌启标.美国教师教育制度变迁与改革实践[J].比较教育研究,2003(7).
8.谌启标.美国教师面临的问题与改革策略[J].教学与管理,2001(9).
9.代立梅,王多吉.论利益集团在美国政治中的作用[J].常熟高专学报,2004(5).
10.戴伟芬.教育公平：当代美国教师教育课程思想的社会分析[J]比较教育研究,2011(8).
11.戴伟芬.论美国教师教育课程的学术整合趋向[J].西南大学学报,2011(11).
12.邓涛,单晶.近二十年来美国教师教育改革与发展[J].外国教育研,2003(5).
13.邓文.新加坡高校师资队伍建设的新措施[J].外国教育动态,1991(6).
14.都本伟,王凤玉.论美国师范教育的转型[J].辽宁师范大学学报(社会科学版),2009(11).
15.杜钢.美国多元文化教育课程与教学理论评析[J].外国中小学教育,2007(6).
16.段作章，谭兆敏.中小学教师培养模式改革构想[J].徐州师范大学学报（哲社版）,2005(6).
17.冯大鸣，赵中建.“9.11”后美国教育战略调整的两个标志[J].教育发展研究,2003(3).
18.甘永涛.美国黑人高等教育：阿丹姆斯标准的确立[J].高教探索,2011(1).
19.高春香.美国教师继续教育实践特点的初步探寻[J].继续教育,2004(3).
20.高明晖.美国的“选择性教师证书”制度——以德克萨斯州为例[J].外国教育研究,1996(5).
21.高志怀，赵素敏.美国中小学师资发展状况及其对我国师范教育改革的启示[J].河北师范大学学报(教育科学版),1998(2).
22.顾明远.我国教师教育改革的反思[J].教师教育研究,2006(6).
23.管培俊.我国教师教育改革开放三十年的历程—成就与基本经验[J].中国高教研究,2009(2).
24.郭臻琦，孙英，李克军.美国教师专业化发展的特质[J].外国教育研究,2007(9).
25.郭志明.美国教师课程变迁与教师专业化[J].学科教育,2004(5).
26.韩毓昉.美国的师资教育改革[J].比较教育研究,1993(3).
27.何茜,孙美花.教师专业化视野下的教师教育改革[J].西南大学学报(社科版),2008(4).
28.何茜,杨春梅.美国大学化教师教育的课程设置及其特点[J].比较教育研究,2011,(11).
29.洪明.美国教师教育变革与发展的主要趋势[J].比较教育研究,2003(7).
30.洪明.美国联邦政府教师质量保障政策探析——聚焦《高等教育法》和《不让一个孩子掉队法》[J].比较教育研究,2010(2).
31.侯威.NCLB法案实施四年来美国公立学校的变化——来自美国教育政策中心的报告[J].比较教育研究,2007(11).
32.胡玉萍,谷成杰.教育公平视野中的美国黑人教育政策研究[J].新疆大学学报（哲社版）,2011,(2).
33.教师教育课程标准专家组.教师教育课程标准的国际比较[J].全球教育展望,2008(9).
34.李爱秋.美国教师教育课程设置特色与启示—以美国伊利诺伊大学（UIC）的教师教育课程设置为例[J].教育科学,2009(6).
35.李福春.美国教育学发展考析[J].大学教育科学,2010(6).
36.李旭.美国提高颁发教师资格证书的标准及其局限[J].比较教育研究,2003(4).
37.刘和忠.高师院校教师培养模式改革探讨[J].中国高等教育,2004(13、14).
38.刘学东,程晋宽.艰难的时代，艰难的选择——奥巴马政府基础教育政策的两难抉择[J].外国中小学教育,2010(2).
39.刘尧.美国教师教育评论[J].河北师范大学学报（教育科学评论）,2003(3).
40.刘益春,李广.高夯.“U-G-S”教师教育模式建构研究[J].教师教育研究,2013,25(1).
41.柳海民,史宁中.专业化教师教育课程的理论样态与基本结构[J].课程·教材·教法,2004(10).
42.吕达.《2000年目标：美国教育法》初探[J].课程·教材·教法,1993(9).
43.倪阳．质量究竟是什么[J]．开放教育研究,2007(2)．
44.牛道生.80年代“教育危机”以来美国基础教育的实质变化[J].教育研究,1998(7).
45.乔鹤.奥巴马教育新政解读[J].比较教育研究,2009(9).
46.饶琴,万秀兰.美国黑人高等教育的发展历程[J].世界民族,2006(4).
47.邵彩玲,吕兵,张莅颖.美国能力本位的教育模式及其影响[J].邯郸师专学报,2004(4).
48.沈云交．什么是质量[J]．世界标准化与质量管理,2005(8)．
49.石中英.教育机会均等的内涵及其政策意义[J].北京大学教育评论,2007(1).
50.唐晓萍.90年代美国地方师范教育管窥[J].高等师范教育研究,1999(3).
51.田守春、郭元捷.美国《科学教师培养标准》述评[J].比较教育研究,2010(2).
52.王文岚.莱文报告：美国教师教育改革的风向标[J].外国中小学教育,2007(7).
53.王志平.当代西方学者对教育学性质的论争[J].外国教育研究,1986(1).
54.王志强.《2009美国复苏与再投资法案》教育项目解读[J].比较教育研究,2010(4).
55.吴志功.美国威斯康星州中学教师资格认证[J].高等师范教育研究,20004(4).
56.夏人青.九十年代中期以来美国师范教育的发展危机与改革趋势[J].高等师范教育研究,2000(2).
57.徐曼.美国奥巴马政府的教育行动议程及启示[J].当代教育科学,2009(17).
58.许明,黄雪娜.从入职培训看美国新教师的专业成长[J].教育科学,2002(1).
59.许天心.析教师专业化与教师教育改革[J].继续教育研究,2009(8).
60.杨立文.论美国黑人继续遭受种族歧视的症结及其出路[J].美国研究,1994(2).
61.杨启光.从边缘进入视域中心：美国联邦政府教师教育政策的发展[J].江南大学学报,2008(4).
62.杨泽宇.美、日教师教育大学化历程比较及其对“开放制”教师教育实质的启示[J].青年科学,2009(8).
63.叶澜.一个真实的假问题—“师范性”与“学术性”之争的辨析[J].高等师范教育研究,1999(2).
64.殷林茹，曹薇.对改革高师本科培养目标、培养模式的再认识[J].高等师范教育研究,2003(3).
65.于江.简析NCLB法案对美国教师质量的政策影响[J].科教文汇,2008(3).
66.原青林.试析美国专业发展的社会背景[J].外国教育研究,2003(8).
67.张斌贤.教师培养模式改革若干问题思考[J].教育研究,2005(12).
68.张东辉.从教育学的学科发展看美国一流教育学院的学位与专业设置[J].学位与研究生教育,2008(1).
69.张聚国.美国师范学院演变的过程与特点[J].烟台师范学院学报,2003(3).
70.张唯．美国教师教育改革与发展[J]．未来与发展,2005(3)．
71.赵中建.美国80年代以来教师教育政策评述[J].全球教育展望,2001(9).
72.周风．教师进修需要加快步伐[J]．师资培训研究,1995(10)．
73.周红安,郑颖.美国教师教育改革与发展的历史探析[J].内蒙古师范大学学报,2004(9).
74.周红霞.构建美国全面而有竞争力的教育体系——奥巴马在拉美裔商会上关于全面教育改革计划的讲话摘编[J].全球教育展望,2009(4).
75.周钧,朱旭东.美国教师教育大学化形成的路径研究[J].高等教育研究,2005(12).
76.周钧.当前美国大学教育学院教师教育改革[J].教师教育研究,2010(1).
77.周钧.霍姆斯小组与美国教师教育改革[J].比较教育研究,2003(11).
78.周钧.美国政府在教师教育中的作用[J].中国教师,2007(6).
79.周琼英.借鉴美国经验发展中国师范教育[J].绵阳师范高等专科学校学报,2002(4).
80.朱旭东,周钧.论我国教师教育学科制度建设——教师教育大学化的必然选择[J].教师教育研究,2007(1).
81.朱旭东.如何理解教师教育大学化[J].比较教育研究,2004(1).
82.朱旭东.专业化视野中大学化教师教育的十大观点[J].教师教育研究,2005(1).
83.邹华.中国高等师范教育的历史经验[J].教师教育研究,2005(5).
1. Agnew.W.The Administration of professional schools for Teachers [M]. Baltimore: Warwick＆York,1924.
2. Allen, T.The Invention of the White Race [M]. London: Verso,1994.
3. Anderson, James D. The Education of Blacks in the South,1860-1935[M]. The University of NorthCarolina Press,1988.
4. Anderson, Lorin W, Ed. International Encyclopedia of Teaching and Teacher Education [M]. Elsevier:Elsevier Science Ltd,1995.
5. Anderson,J. The education of blacks in the South,1860-1935[M].Chapel Hill: University of NorthCarolina Press,1988.
6. Angus, D. L. Professionalism and the Public Good: A Brief History of Teacher Certification.[M].Washington, D. C.: Thomas B. Fordham Foundation,2001.37.
7. Apple, M.W.Teachers and Texts:A Political Economy of Class and Gender Relations in Education [M].New York: Routledg&Kegan Paul1988.
8. Bestor A. Educational Wastelands: The Retreat form learning in Our Public Schools [M]. Universityof Hlionois Press,1953.
9. Borrowman, Mark L. The Liberal and Technical in Teacher Education: A Historical Survey ofAmerican Thought [M]. Bureau of Publications, Teachers college, Columbia University, New York,1997.
10. Bruke, Peter J. and Heidman Robert G. Career—long Teacher Education [M].New York: Charles CThomas Publisher,1985
11. Calhoun, Danid. Ed.The Educating of Americans: A documentary History [M].New York: HoughtonMifflin Company,1969.
12. Carnegie Forum on Education and the Economy. A Nation Prepared: Teachers for the Twenty-firstCentury[R]. Washington D.C.: Author,1986.
13. Carreiro A. Keith. An Opportunity to Reconceptualize Teacher Preparation Programs By Infusing ALiberal Arts and Educational Foundations Strand into the Core Curriculum [R].Annual Meeting of theNorth Carolina Association of Research in Education,1999.
14. Christo J.Lucas.Teacher Education in American Reform Agendas for the Twenty-First Century [M].New York: Martins Press,1997.
15. Clifford G.J.&Cuthrie J.M.(Ed.) School: a Brief for Professional Education [M]. Chicago andLondon: the University of Chicago Press,1988.
16. Cohen, Rosetla Marantz and Scheer, Samuel. The work of Teachers in America:A SOCIAL HistoryThrough Stories[M]. New Jersey: Lawence Erlbaum Associates Publishers,1997.
17. Collins, P.H.Black feminist thought [M]. New York: Routledge,1991.
18. Commission on Teaching and America’s Future. What Matters Most: Teaching for America’s Future[M]. New York. Teachers College, Columbia University,1996.
19. Conant, J. B.The Education of American Teachers [M]. New York: Magraw-Hill Book Company, INC,1963.
20. Conant, James Bryant. The Education of American Teachers [M]. New York: McGraw-Hill,1963.
21. Cubberley, Ellwood P. The History of Education [M].New York: Houghton Mifflin Company,1920.
22. Cubberly, Ellwood P. Public Education in the United States [M].New York: Houghton MifflinCompany,1919.
23. Darling-Hammond. Wise Arthur E. License to Teach [M].New York: Westview Press,1995.
24. Dewey, John.How We Think [M]. Chicago: Henry Regery,1993.
25. Dilley, Frank Brown. Teacher Certification in Ohio [M].New York: Bureau of Publications, TeachersCollege, Columbia University,1935.
26. Dwight Oliver Wendell Holmes. The Evolution of the Negro College [M]. Michigan: Arno Press,1934.
27. E.Hollins, J.King,&W.Hayman (Eds.) Teaching diverse learners: Formulating a knowledge base forteaching diverse populations [M]. Albany: State University of New York Press,1994.
28. Edward R. Ducharme, Mary K. Ducharme. The American Association of Colleges for TeacherEducation: A History[R].Washington D.C.:AACTE publications.www.aacte.org.[2013-07-25]
29. F. M. Connelly, M.F. He&J.I. Phillion. The SAGE Handbook of Curriculum and Instruction [M].California: Sage Publications.2008.
30. Feistritzer, E.&Chester, D.Alternative Teacher Certification [M]. Washington D.C.: National Centerfor Education Information,1996.
31. Franklin, J.H.,&Moss, A.A.From slavery to freedom [M].New York: Knopf,1988.
32. Froodlad J. Teachers for our Nation’s Schools [M]. San Francisco: Jossey Bass,1990.
33. Gay.G. Culturally Responsive Teaching: Theory, Research, and Practice [M]. New York: TeachersCollege Press2000.
34. Goodlad, J. Teachers for Our Nation’s Schools [M]. San Francisco: Jossey-Bass Publishers,1990.
35. Hildeshqim Jama W., Memnill, Greorge D.Theory and Practice in the History of American EducationA Book of Readings [M]. Washington D.C.: University Press of American,1980.
36. Howard. G.R. We can’t Teach What We Don’t know: White Teachers. Multiracial Schools[M]. NewYork: Teacher College Press,1999.
37. James S. Coleman, Ernest Q. Campbell, Carol J. Hobson, etc. Equality of EducationalOpportunity[R].Washington D.C.:U.S. Government Printing Office,1996.
38. Leader, J. L,. Normal Education in Connecticut[M]. New York: Bureau of Publications, TeachersCollege, Columbia University,1928.
39. Lee,E.Letters to Marcia: A Teacher’s Guide to Anti-racist Education[M].Toronto, Ontario:Cross-Cultural Communication Centre,1985.
40. Lindsey.M. Accreditation in Teacher Education [R]. ERIC Document Reproduction Service NO.ED084760,1973.
41. Liston. D.,Ieichner, K. Teacher Education and the Social Conditions of Schooling [M].New York:Routledge,1991.
42. Lucas, Christopher.J. Teacher Education in America: Reform Agendas for the Twenty-First Century[M]. New York: St Martin’s Press,1997.
43. Menlo, Allen and Poppleton, Pam. The Meanings of Teaching: A International Study of SecondaryTeachers’ Work Lives [M]. Comnecticut: Bergin and Garvey Westport,1999.
44. Merle L. Borrowman. The Liberal and Technical in Teacher Education: A Historical Survey ofAmerican Thought [M].New York: Bureau of Publications, Teachers College, Columbia University,1956.
45. Murray, Florence. The Negro Handbook [M]. New York: Wendell Malliet and Company,1942.
46. National Commission on Excellence in Education. A Nation at Risk: the Imperative for EducationalReform[R]. Washington, D.C.:U.S. government Printing Office,1983.
47. National Council for Accreditation of Teacher Education.Standards for Accreditation of TeacherEducation:The accreditation of basic and advanced preparation preparation programs forprofessional school personnel[R]. Washington,DC:the Author,1970.
48. National Education Association.Journey to Now (1946-1961): the First Fifteen Years of theProfessional Standards Movement in Teaching [M]. Washington, D. C.: the Author,1961.
49. Palomba, C.A. Banta,T. W.Assessment Essentials: Planning, Implementing and Improving Assessmentin Higher Education[M]. San Francisco: Jossey-Bass Publishers,1999.
50. Parsad.B.(et al). Teacher Preparation and Professional Development:2000[M]. Washington D.C.:National Center for Education Statistics, U.S. Department of Education,2001.
51. Schaefer, Richard T. Racial and Ethnic Grous [M] Reading, Massachusetts: Addison-Wesley,1996.
52. Siddle Walker,E.V.Their Highest Potential: An African American Community School in the SegregatedSouth [M]. Chapel Hill: University of North Carolina Press,1996.
53. Sidney Dorros.Teaching as a Profession [M].Ohio:Charles E. Merrill Publishing Company,1968.
54. The Holmes Group. Tomorrow’s Teachers:A Report of the Holmes Group [M] East Lansing, MI:TheHolmes Group Inc.,1996.
55. The Holmes Group. Tomorrow’s Teachers[R]. East Lansing, MI: the Holmes Group, Inc,1986.
56. W.R. Houston, M. Haberman,&J. Sikula (Eds.). Handbook of Research on Teacher Education [M].New York: Macmillan,1990.
57. William L. O’Neill. Coming Apart: An Informal History of America in the1960s[M].New York:Quadrangle Books,1971.
1. AACTE Commission on Multicultural Education. No One Model American [J].Journal of TeacherEducation,1973,24(4).
2. Albert Shanker. Quality Assurance: What Must Be Done to Strengthen the Teaching Profession [J]. PhiDelta Kappan,1996.78(3).
3. Arthur E. Wise. Building a system of Quality Assurance for the Teaching Profession [J].Phi DeltaKappan,1996.78(3).
4. Arthur G. Powell. Speculations on Early Impact of Schools of Education On Education Psychology [J].History of Education Quarterly. Vol.11. No.4(Winter.1971).
5. Baines Lawrence A. Deconstructing Teacher Certification [J]. Phi Delta Kappan,2006.88(4).
6. Bettleheim, B.Teaching the disadvantaged [J]. National Education Association Journal,1965(1).
7. Cochran-Smith, M.Uncertain allies: Understanding the Boundaries of Race and Teaching [J]. HarvardEducational Review,1995(65).
8. Donald,Vivtoria-Maria.The Paradox of Bureaucratization: New Vien on Progressive Era Teachers andThe Development of a Woman’s Profession[J].History of Education Quarterly,1995,35(1).
9. Ethell, R.G.&McMeniman, M. M. Unlocking the Knowledge in Action of an Expert Practitioner [J].Journal of Teacher Education,2000,51(2).
10. Foster, M.The Politics of Race: Through African American teachers’ eyes[J]. Journal of Education,1990,18(1).
11. Gardner W. E., Scannell, D&Wisniewski, R.The Curious Case of NCATE Redesign [J]. Phi DeltaKappan,1996,77(9).
12. Gay, G.&Howard, T. C. Multicultural Teacher Education for the21st Centaury [J].The TeacherEducator,2000.36(1).
13. Green M. Reflection and Passion in Teaching [J]. Journal of Curriculum and Supervision,1986,2(1).
14. Groens G. A Does Your School Have A Soul?[J] Principal,1996,17(2).
15. Harris-Hart, C. Performing Curriculum: Exploring the Role of Teachers and Teacher Educators [J].Principal,2009,(4).
16. Hollins, E.R.Debunking the myth of a monolithic White American culture, or moving toward culturalinclusion [J]. American Behavioral Scientist,1990,(34).
17. John I Goodlad.Whither Schools of Education?[J] Journal of Teacher Education,1995,50(5). Journalof Teacher Education,1986,37(2).
18. Mahan,J.Native Americans as teacher trainers: Anatomy and outcomes of a cultural immersionproject[J]. Journal of Educational Equity and Leadership,1982,(2).
19. Mary Catherine Buday and James A. Kelly. National Board Certification and the Teaching profession’sCommitment to Quality Assurance [J]. Phi Delta Kappan,1996.78(3).
20. Null J W, Bohan H C. Teacher Education Curriculum: What, How, Why [J]. Curriculum, and TeachingDialogue,2005,(35).
21. Ogbu, J.Variability in minority school performance. A problem in search of an explanation [J].Anthropology and Education Quarterly,1987,(18).
22. Renee Tipton Clift and Allen R. Warner. Universities Contributions to the Educations of Teachers [J].
23. Shulman, L.Those Who Understand: Knowledge Growth in Teaching [J].Educational Researcher,1986,120(8).
24. T.M.Stinnetl.Procedures Among the State[J].The Journal of Teacher Education,1962,(1).
25. Taylor. S.V.,Sobel, Donna M.Rich Contexts to Emphasize Social Justice in Teacher Education:Curriculum and Pedagogy in Professional Development Schools[J]. Equity&Excellence inEducation,2003,(36).
26. Thomas. S.,Vanderhaar,J.,Negotiating Resistance to Multiculturalism in a teacher EducationCurriculum: A Case Study[J]. The Teacher Educator,2008,(43).
27. Trends in Hiring and Teacher Certification [J]. Childhood Education,1996,72(4).
28. Valli,L.&Rennert-Ariev,P.New Standards and Assessment? Curriculum Transformation in TeacherEducation[J]. Journal of Curriculum Studies,2002,34(2).
29. Wise, Arthur E. What’s Wrong With Teacher certification?[J]. Education Week,2003,30(22).
30. Zeichner,K. Traditions of practice in U.S. preservice teacher education programs[J]. Teaching&Teacher Education,1993,(9).
1. Sen Barack Obama.Our Kids，Our Future.[2007—11—20].http://usliberals.about.com\od\education\a\ObamaEDPlan.htm.
2.奥巴马就职演讲稿.[2009—03—24].http://www.hcxszx.com/oblog31/user1/qiang/archives/2009/1684.html.
3. Deborah White. President Obama’s Education Policy“Guiding Principles”.[2010—11—16].http://usliberals.about.com\od\education\a\ObamaEducationPolicies.htm.
4. Into Space.[2009—03—24].http://www.whitehouse.gov/blog?page=144.
5. The Necessity of Science.[2009—04—27].http://www.whitehouse.gov/blog?page=140.
6. Remarks of President Barack.[2009—01—24].http://www.whitehouse.gov/blog?page=153.
7. The Economic Stimulus Package.[2010—11—16].http://useconomy.about.com/od/candidatesandtheeconomy/a/Obama_Stimulus.htm.
8. Cammie Croft. Recovery Act Milestone—200Days.[2009—09—03].http://www.whitehouse.gov/blog/2009/09/03/recovery-act-milestone-ndash-200-days.
9. Jesse Lee. Recovery in Focus: Saving and Hiring250000Teachers.[2009—10—19].http://www.whitehouse.gov/blog/Recovery-in-Focus-Saving-and-Hiring-250000-Teachers
10. Secretary Arne Duncan. The Race to the Top Begins.[2009—07—24].http://www.ed.gov/news/speeches/race-top-begins.
11.奥巴马演讲附视频：Speeding Up the Race to the Top.[2010—01—20].http://www.kekenet.com/Article/201001/95021_2.shtml
12. Jesse Lee. House Passes the Budget.[2009—04—02].http://www.whitehouse.gov/blog/2009/04/02/house-passes-budget.
13. Christina Romer. A Look Inside the Economic Report of the President.[2010—02—11].http://www.whitehouse.gov/blog/2010/02/11/a-look-inside-economic-report-president.
14. Jesse Lee. Looking ahead to Education Reform.[2011—01—03].http://www.whitehouse.gov/blog/2011/01/03/looking-ahead-education-reform
15. Deborah White. Pros&Cons of the No Child Left Behind Act.http://usliberals.about.com\od\education\i\NCLBProsCons.htm.
16. Dan Pfeiffer. Tough Choices.[2010—01—30].http://www.whitehouse.gov/blog/2010/01/30/tough-choices.
17. Secretary Arne Duncan. Reauthorization of ESEA：Why we can’t wait.[2009—09—24].http://www.ed.gov/news/speeches/reauthorization-esea-why-we-cant-wait
18. Weekly Address：President Obama to Send Updated Elementary and Secondary Education ActBlueprint to Congress on Monday.[2010—03—13].http://www.whitehouse.gov/the-press-office/weekly-address-president-obama-send-updated-elementary-and-secondary-education-act.
19.奥巴马公布教育改革方案.[2010—03—24].http://www.chinanews.com.cn/gj/gj-bm/news/2010/03-24/2187396.shtml.
20. VOA. Obama’s ‘Blueprint for Reform’in Education goes to Congress.[2010—03—18].http://www.en8848.com.cn/yingyu/06/n-129606.html
21.奥巴马提出教育改革方案.[2010—03—16].http://www.jfdaily.com/a/971532.htm.
22.奥巴马表示：美国学生的竞争对手是韩中印学生.[2010—12—03].http://gaojiao.jyb.cn/world/gjsx/201012/t20101203_403649.html.
23.黄安年.美国总统奥巴马发表2010年国情咨文.[2010—01—29].http://www.annian.net/show.aspx?id=24547&cid=21.
②陈永明.现代教师论［M.上海:上海教育出版社,1999：27.
③Dunkin,M.J.The International Encyclopedia of Teaching﹠Teacher Education[M].Oxford:PergamonPress,1987:73.
①成有信.十国师范教育和教师[M].北京:人民教育出版社,1990:139-143.
②张德锐.师资培育与教育革新研究[M].台北:五南图书出版有限公司,1998:46-62.
③赵中建.美国80年代以来教师教育发展政策评述[J].全球教育展望,2001，(9)：31.
①周红安,郑颖.美国教师教育改革与发展的历史探析[J].内蒙古师范大学学报,2004,(9):15.
②许明.美国教师教育专业标准概述—美国教师队伍质量保证机制研究之二[J].课程教材教法,2002,(11).
③周钧.美国教师教育认可标准的变革与发展——全美教师教育认可委员会案例研究[M].北京:北京师范大学出版社,2009:65.
④洪明.美国教师质量保障体系历史演进研究[M].北京:北京师范大学出版社,2010:78.
①Linsey M. Accreditation in Teacher Education[R].ERIC Document Reproduction Service (NO.ED084760).1974:26-32.
②Robert V. Bullough,JR,D. Cecil Clark&Robert S. Patterson.Getting in Step:accountability, accreditationand the standardization of teacher education in the United States[J]. Journal of Education for Teaching,2003,29(1):35-51.
③Lucas, Christopher J. Teacher Education in America: Reform Agendas for the Twenty-First Century[M].New York: St. Martin’s Press,1997:199-202.
①Cruickshank,D.R., Mccullough.J.D., Reynolds, R.T., Troyer, M.B.&Jr. Cruz,J. The Legacy of NCATE:An Analysis of Standards and Criteria for Compliance Since1957[R].ERIC Document ReproductionService (NO. ED339686),1991:1-85.
②Edmundson, P.J. Renewal Agendas and Accreditation Requirements: Contrasts and Correspondence[J].Journal of Teacher Education,1993,44(3):170-175.
③Roth, R.A.NCATE: Institutional perspective from the pilot studies. Unpublished manuscript, CaliforniaState University, Long Beach.转引自：Roth, R. A. Pipho, C.(1990) Teacher Education Standards[A]. In:Houston, W. R., Haberman, M., Sikula, J.(eds.). Handbook of Research on Teacher Education[M]. NewYork: Macmillan Publishing Company:132.
④Jones. D.W. Final report: A longitudinal study of the impact of NCATE accreditation. Muncie[J].IN: BallState University.转引自张德锐.师资培育与教育革新研究.中国台北:五南图书出版有限公司.1998,(72).
①Lindsey, M. Accreditation in Teacher Education.[M] ERIC Document Reproduction Service (No. ED084760),1974:18-20.
②Fidelma Spiering, S.&Howsam, R. B. New Developments in Accreditation[A]. In: AmericanAssociation of Colleges for Teacher Education[M]. Yearbook,1974:55-77.
③Moore,C.A.Accreditation of Higher Education:The case of NCATE[R].ERIC Document ReproductionService (No. ED226684),1982:9-20.
④Kunkel,R.C.Regional and National Voluntary Accreditation:The Place and Appropriate Future ofNational Accreditation[R] ERIC Document Reproduction Service (No. ED250309),1984:1-12.
⑤Roth,R.A., Pipho, C. Teacher Education Standards[A]. In: Houston, W. R., Haberman, M.&Sikula,J.(eds.), Handbook of Research on Teacher Education[M]. New York: Macmillan,1990:129.
⑥Lucas, C. J. Teacher Education in American: Reform Agendas for the Twenty-First Century[M]. NewYork: St. Martin’s Press,1977:196-197.
⑦Gideonse,H.D.The Redesign of NACTE:1980to1986[A]. In: Gideonse,H.D.(ed.). Teacher EducationPolicy: Narratives, Stories, and Cases[M]. New York:State University of New YorkPress,1992:245-263.
⑧Wise, A. E., Leibbrand, J. A. Standards in the new millennium: where we are, where we’re headed. Astatement from NCATE[J]. Journal of Teacher Education,2001,52(3):244-255.
⑨National Council for Accreditation of Teacher Education. A Decade of Growth1991-2001[M].Washington, D. C.: the author,2002:10-19.
①Roth, R. A. Standards for Certification, Licensure, and Accreditation[A]. In: Sikula, J.(ed.), Handbook ofResearch on Teacher Education[M]. New York: Simon&Schuster Macmillan,1996:242-278.
②Darling—Hammond.L.Teaching for America’s Future: National commissions and vested interests in analmost profession[J]. Education Policy,2000,Jan/Mar2000:174-177.
③Fidelma Spiering, S.&Howsam, R. B. New Developments in Accreditation. In: American Association ofColleges for Teacher Education. Yearbook[R]. ERIC Document Reproduction Service (No. EJ106667),1974:75.
④Wise, A. E. Moving toward performance-based accreditation system for the teaching profession.[A].In:Roth, R. A.(ed.). The Role of the University in the Preparation of Teacher[M].Philadelphia: FalmerPress,1999:151-165.
⑤Husen,T.,Postlethewaite,T.N.(eds.).International Encyclopedia of Education[M].Oxford:Pergamon.Press.1994:5961-5965.
⑥Koerner, J. D. The Miseducation of American Teachers[M]. Boston: Houghton MifflinCompany.1963:229-233.
⑦Conant. J. B. The Education of American Teacher[M]. New York: Mcgraw-Hill Book Company, INC.1963:70.
⑧Clark,D.L.&Marker, G. The Institutionalization of Teacher Education. In: Ryan, K.(ed.). TeacherEducation. Part II[M]. Chicago: The University of Chicago Press.1975:53-70.
⑨Larson, R. S. Accreditation: Some Professional Problems. Learning Today.5(Summer).转引自：Moore, C. A. Accreditation of Higher Education: The Case of NCATE[R]. ERIC document ReproductionService (No. ED226684).1982:31.
①Haywood, C. R. The Myths of Accreditation. Educational Forum.38(Jan.).转引自：Moore, C. A..Accreditation of Higher Education: The Case of NCATE[R]. ERIC document Reproduction Service (No.ED226684)1982:31.
②Fritschel, A. L.The1979NCATE Standards: Implication for Teacher Education Programs[J]. Journal ofTeacher Education.29(Jan./Feb.).1980:9-12.
③Hermanowicz, H. J. The Present Status and Future of NCATE[J]. Journal of Teacher Education.26(Jan./Feb.).1978:28-37.
④Krathwohi, D. R. An Accreditation Proposal[J]. Journal of Teacher Education.29(Jan./Feb.).1978:28-37.
⑤Olsen, H. C. Accreditation of Teacher Education is Alive and Kicking. Action in Teacher Education.1(Spring/Summer).转引自： Moore, C. A. Accreditation of Higher Education: The Case ofNCATE[R].ERIC document Reproduction Service(No. ED226684)1982:31.
⑥Wheeler, C. W. NCATE: Does it matter?(Research Series No.92). East Lansing, MI: Michigan StateUniversity, Institute for Research on Teaching.转引自：张德锐.师资培育与教育革新研究.中国台北：五南图书出版有限公司，1998:72-73.
⑦Roth, R. A. NCATE: Insttitutional perspectives from the pilot studies. Unpublished manuscript,California State University, Long Beach.转引自: Roth, R. A., Pipho, C.Teacher Education Standards.In: Houston, W. R., Haberman, M., Sikula, J.(eds.). Handbook of Research on Teacher Education[M].New York: Macmillan Publishing Company.1990:132.
⑧Bradley, A. Influence of Teacher Education Accrediting Body Grows. Education Week. Nov.11.转引自Newman, J. W. America’s Teachers: An Introduction to Education[M]. Boston: Allyn and Bacon.2002:97.
⑨Goodlad, J. I. Teachers for our Nation’s Schools[M]. San Francisco: Jossey-Bass Publishers.1990:147-149.
⑩Andrew, M. D. Schwab, R. L. Outcome-Centered Accreditation: Is Teacher Education Ready?[J].Journal of Teacher Education.44(3),1993:176-182.
11Gideonse, H. D. Appointments with Ourselves: A Faculty Argument for NCATE[J]. Phi Delta Kappan,1993:75(2),175.
12Gardnar, W. E., Scannell, D., Wisniewski, R. The Curious Case of NCATE Redesign[J]. Phi DeltaKappan,1990:77(9),625.
13Jones, D. W. Final report: A longitudinal study of the impact of NCATE accreditation. Muncie[M], IN:Ball State University.转引自：张德锐.师资培育与教育革新研究.中国台北：五南图书出版有限公司，1998:72.
①Coombs, C. G., Allred, R. A. NCATE Accreditation: Getting the Most from the Self-Study[J]. Journal ofTeacher Education.44(3),1993:165-169.
②Wilkerson, J. R., Searls, E.F., Uprichard, A. E. The Effectiveness of SIDPASS: A Research-BasedSelf-Study Model for Seeking NCATE Accreditation and Program Improvement[J]. Journal of TeacherEducation.1993:44(3),190-199.
③Kraff, N. P. Standards in Teacher Education: A Critical Analysis of NCATE, INTASC, and NBPTS[R].Seattle: American Educational Research Association annual Meeting,2001.
④Wise, A. E., Leibbrand, J. A. Standards and Teacher Quality: Entering the New Millennium[J]. PhiDelta Kappan.2000:81(98).616.
①Martin Haberman&T. M. Stinnet. Teacher Education&the New Profession of Teaching [M]. Berkeley,California: McCutchan Publishing Corporation,1973:30.
①U.S. Bureau of Education. The Report of the Commissioner of Education[M].1898-1899.
②James Johnson&Harold Collins. Introduction to the Foundations of American Education [M].Boston:Allyn and Bacon.2002:21.
③Edward C.Class.Prescription and Election in Elementary-School Teachertraining Curricula inStateTeachers Colleges [M]. NewYork: Bureau of Publications Teachers College, Columbia University,1931:39.
④杨汉清.外国中小学教师概况[M]．武汉：华中师范大学出版社,1985:595.
⑤滕大春.今日美国教育[M].北京：人民教育出版社,1980:131.
⑥Lueasc. J. Teacher Education in America: Reform Agendas for the Twenty-First Century [M]. New York:St Martin’ s Press,1997.
①都本伟,王凤玉.论美国师范教育的转型[J].辽宁师范大学学报(社会科学版),2009，（11）：56-59.
②Harper C A. A Century of Public Teacher Education [M]. Washington D C: American Association ofTeacher College, National Education Association,1939:148.
③郭爱丽.美国20世纪50—70年代教师教育改革研究[D].广州:华南师范大学,2007.
①滕大春.美国教育史[M].北京:人民教育出版社,2001:529.
①滕大春.美国教育史[M].北京:人民教育出版社,2001:540.
②L迪安·韦布（L.Dean Webb）.美国教育史：一场伟大的美国实验[M].陈露茜,李朝阳译.合肥：安徽教育出版社,2010:310.
①U.S.Oftice of Education.Life Adjustment for Every Youth[M]. Washington, D.C: U.S.CovernmentPrinting Office.15.
②周钧.美国教师教育认可标准的变革与发展——全美教师教育认可委员会案例研究[M].北京:北京师范大学出版社,2009:23.
①周钧.美国教师教育认可标准的变革与发展——全美教师教育认可委员会案例研究[M].北京:北京师范大学出版社,2009:23.
②National Education Association.Journey to Now (1946-1961): the First Fifteen Years of the ProfessionalStandards Movement in Teaching[M].Washington, D. C.: the Author.1961:62-64.
③National Education Association.Journey to Now(1946-1961):the First Fifteen Years of the ProfessionalStandards Movement in Teaching[M]. Washington, D. C.: the Author.1961:61-62.
①Merle L. Borrowman. The Liberal and Technical in Teacher Education: A Historical Survey of AmericanThought[M].New York: Bureau of Publications,Teachers College, Columbia University.1956:189.
②National Education Association.Journey to Now(1946-1961):the First Fifteen Years of the ProfessionalStandards Movement in Teaching[M]. Washington, D. C.: the Author.1961:59.
③李克军.战后美国教师教育改革与发展研究[M].保定：河北大学出版社，2014:78.
①刘静.20世纪美国教师教育思想的历史分析[M].北京:北京师范大学出版社,2009:102.
②马骥雄.战后美国教育研究[M].南昌:江西教育出版社,1991:178-183.
①Woodring,P. The Development of Teacher Education. In: Ryan,K.(ed.). Teacher Education: TheSeventy-fourth Yearbook of the National Society for the Study of Education. Part II[M]. Chicago: TheUniversity of Chicago Press.1970:9.
②马骥雄.战后美国教育研究[M].南昌:江西教育出版社,1991:177.
③Goodlad,J. Teachers for Our Nation’s Schools[M].San Francisco: Jossey-Bass Publishers.1990:73.
④Feiman-Nemser, S.Teacher Preparation: Structural and Conceptual Alternative[A]. Houston, W. K.,Haberman, M.&Sikula,J. Handbook of Research on Teacher Education[M]. New York:Macmillan.1990:214.
①洪明.美国教师质量保障体系历史演进研究[M].北京:北京师范大学出版社,2010:89.
①NEA, Conference on Accrediting, Minute of the Representative Assembly, in the Proceedings of theEighty-fourth Annual Meeting,1945-1946, Washington D.C.: NEA,1946:239.
②“十人联合委员会”中的十人来自五个学院协会，每个协会出两名代表。这五个协会分别是：“全美州立大学协会”（The national Association of State University,简称NASU）、“美国增地学院和大学协会”（the American Association of Land-Grant Colleges and Universities,简称AALGCU）、“美国大学协会”（the American Association of Universities,简称AAU）、“城市大学协会”（the Association of Urban Universities,简称AUU）、“美国学院协会”（the Association ofAmerican College,简称AAC）.
③Temporary Committee, Minutes of the Second meeting of the Temporary Committee, September22,Washington D. C. Mimeographed.1951:1-2.
①Sidney Dorros.Teaching as a Profession[M].Columbus:Charles E. Merrill Publishing Company,1968:38.
②W.E. Armstrong. National Council for Accreditation of Teacher Education. In L. E. Blauch (Ed).Accreditation in Higher Education[M].Washington D. C.: GPO,1959:203-204.
①American Council on Education. Cooperation in General Education, A Final Report of the ExecutiveCommittee of the Cooperative Study in General Education[M]. Washington D.C.: the Council,1947:22.
②Edward R. Ducharme, Mary K. Ducharme. The American Association of Colleges for Teacher Education:A History[R].Washington D.C.:AACTE publications.www.aacte.org.[2013-07-25]
③张德锐.师资培育与教育革新研究[M].台北:五南图书出版有限公司,1998:41.
④National Education Association.Journey to New (1946--1961):The First Fifteen Years of Professional
Standards Movement in Teaching[J].Washington,D.C.:the author,1961:81.
①王致和.高等学校教育评估[M].北京:北京师范大学出版社,1995:6-7.
③Nation Council for Accreditation of Teacher Education.Standards＆Cuide for Accreditation of TercherEducation[M].Washiongton D.C:the author,1957:1-24
①Valli,L.&Rennert-Ariev,P. New Standards and Assessment? Curriculum Transformation in TeacherEducation[J]. Journal of Curriculum Studies.2002:34(2).205.
①李其龙,陈永明.教师教育课程的国际比较[M].北京:教育科学出版社,2002:5.
②Sidney Dorros.Teaching as a Porfession [M]. Columbus,Ohio: Charles E.Merrill Publishing Company,1968:38
①滕大春.今日美国教育[M].北京:人民教育出版社.1980:133
①Conant,J.B. The Education of American Teachers[M]. New York: Mcgraw-Hill Book Company, INC.1963:70.
②Koerner, J. D. The Miseducation of American Teachers[M]. Boston: Houghton Mifflin Company.1963:229-233.
③Lindsey,M. Accreditation in Teacher Education[R]. ERIC Document Reproduction Service(No. ED084760).1973:34.
①James S. Coleman, Ernest Q. Campbell, Carol J. Hobson. Equality of Educational Opportunity[R].Washington D.C.: U.S. Government Printing Office,1996.
①马骥雄.战后美国教育研究[M].南昌:江西教育出版社,1991:48
①Clifford G.J.&Cuthrie J.M.(Ed.) School: a Brief for Professional Education[M]. Chicago and London:the University of Chicago Press,1988:170-171.
②Clifford G.J.&Cuthrie J.M.(Ed.) School: a Brief for Professional Education[M]. Chicago and London:the University of Chicago Press,1988:172.
①滕大春.美国教育史[M].北京:人民教育出版社,2001:89-92.
②滕大春.今日美国教育[M].北京:人民教育出版社,1980:55-60.
③滕大春.外国教育通史[M].济南:山东教育出版社,1994:90-96.
④成有信.十国师范教育和教师[M].北京：人民教育出版社,1990:150.
①张丽玉.美国能力本位教师教育运动研究[D].福州：福建师范大学，2007:105
②李克军.战后美国教师教育改革及发展研究[D]保定：河北大学，2011:58
③T.M.Stinnetl,Procedures Among the State[J].The Journal of Teacher Education,June1962,(2):175.
①John I Goodlad,Whither Schools of Education?[J]. Journal of Teacher,2012,(2).Education,1995,(5):325—327.
②[美]科南特.科南特教育论著选[M].陈友松,译.北京:人民教育出版社,1988:295.
①[美]科南特.科南特教育论著选[M].陈友松,译.北京:人民教育出版社,1988:248.
②[美]科南特.科南特教育论著选[M].陈友松,译.北京:人民教育出版社,1988:261.
③[美]科南特.科南特教育论著选[M].陈友松,译.北京:人民教育出版社,1988:282.
④[美]科南特.科南特教育论著选[M].陈友松,译.北京:人民教育出版社,1988:292.
①[美]科南特.科南特教育论著选[M].陈友松,译.北京:人民教育出版社,1988:296.
②Phi Delta Kappan. Is the Education of American Teachers Influencing the Education of Teachers? In:Weiss, Robert M. the Conant Controversy in Teacher Education[M]. New York: RandomHouse,1969.164.
③Phi Delta Kappan. Is the Education of American Teachers Influencing the Education of Teachers? In:Weiss, Robert M. the Conant Controversy in Teacher Education[M]. New York: RandomHouse,1969.165-166.
①Koerner. J.D. The Miseducation of American of American Teachesrs[M]. Boston: Houghton MifflinCompany.1963:229-233.
②Lindsey.M. Accreditation in Teacher Education[R].ERIC Document Reproduction Service (NO.ED084760).1973:34.
①斯塔弗尔比姆.方案评价的CIPP模式.教育学文集·教育评价[M].北京:人民教育出版社,1989:297-304.
②斯塔弗尔比姆.方案评价的CIPP模式.教育学文集·教育评价[M].北京:人民教育出版社,1989:312-322.
①National Council for Accreditation of Teacher Education. Standards for Accreditation of TeacherEducation:The accreditation of basic and advanced preparation preparation programs for professionalschool personnel[M]. Washington,DC: the Author.1970:3-9.
①Tamir,Eran;Wilson,Suzanne M.,Who shoud guard the gates?Evidentiary and professional warrants forclaiming jurisdiction[EB/OL],http://goliath ecnext.com/coms2/gi＿0199-4692394/Who-should-guard-the-gates.html.
①Borrowman,M.L. Liberal Education and the Professional Preparation of Teachers. In:Borrowman,M.L:.Teacher Education in America: A Documentary History[M]. New York: TeachersCollege Press.1965:45-53.
36[美]韦恩·厄本,杰宁斯·瓦格纳.美国教育——一部历史档案[M].周晟.谢爱磊译.北京：中国人民大学出版社，2009:471.
②[美]L.迪安·韦布.美国教育史-一场伟大的美国实验[M].陈露茜,李朝阳译.合肥:安慰教育出版社,2010:384.
③David F.Labaree,Powaer,Knowledge,and the Rationalization of Movement to Professionalize ofTeaching[J]. Harvard Educational Review,1992,Vol.61,NO.2,143
②Carnegie Forum on Education and the Economy. A Nation Prepared: Teachers for the Twenty-firstCentury[R]. Washington D.C.:Author,1986:14.
①Feistritzer, E.,&Chester, D.Alternative Teacher Certification: An OvervieB/w[EOL]. Retrieved June24,2003,from National Center for Education Information, www.ncei.com.
①谌启标.美国教师面临的问题与改革策略[J].教学与管理，2001，（9）:79-80.
①谌启标.美国教师教育大学化及其质量保证[J].教育与考试,2008，(1):37.
②Darling-Hammond, L. The Right to Learn: A Blueprint for Creating Schools that Work[M]. SanFrancisco: Jossey-Bass,1997:298.
①Arthur Levine. Taming The Wild West of Teacher Education: Radical solutions to the problem of teachingteachers[OE/EB]. http://www2.scholastic. com/browse/subarticle.jsp? id=29822007-12-24.
③Gideonse,H.D. The Redesign of NCATE:1980to1986. In: Gideonse.H.D.(ed.) Teacher Education Policy:Narratives, Stories and Case[M]. New York: State University of New York Press,1992:247.
①指的是“州立大学、赠地学院和私立大学教育学院协会（Association of Colleges and School ofEducation in State Universities and land Grant Colleges and Affiliated Private Universities,ACSESULGC/APU）和州立学院和大学教师教育委员会（Teacher Education Council of State Collegesand University TECSCU）”等。
②Gideonse,H.D. The Redesign of NCATE:1980to1986[A]. In: Gideonse.H.D.(ed.) Teacher EducationPolicy: Narratives, Stories and Case[M]. New York: State University of New York Press,1992:245-246.
①许建钺.教育测量与评价[M].北京:教育科学出版社,1992:14-18.
①杨明全.从教学专业化看美国在职教师进修计划[J].外国教育研究,2003(3):38.
①Watkins,Beverly T,Denials of Re-Accreditation Rise Sharply Under New Teacher-EduationPolicies[J].The Chronicle of Higher Education,Oct.4,1989:21.
①李其龙,陈永明.教师教育课程的国际比较[M].北京:教育科学出版社,2002:16-19.
①William J. Clinton. A New Convenant for American Security[R]. Remarks Prepared for Delivery,Governor Bill Clinton,Foreign Policy Association, New York, April1,1992:2.
②张敏谦.美国全球战略剖析——从“世界新秩序”到“克林顿主义”[J].美国研究,2000,(12):24.
①吕达,周满生.当代外国教育改革著名文献（美国卷.第三册）[M].北京:人民教育出版社,2004:212.
②吕达,周满生.当代外国教育改革著名文献（美国卷.第三册）[M].北京:人民教育出版社,2004:212.
①NBPTS. What Teacher Should know and Be Able to Do[EB/OL]. http://www.docin.com/p-332986252.html.[2014-02-27].
①郗海霞.顺应全球化:教师教育全球观的确立[J].外国教育研究,2003,(8):30.
①Gardner W. E., Scannell, D&Wisniewski, R. The Curious Case of NCATE Redesign[M]. Phi DeltaKappan,1996:625.
①Gardner W. E., Scannell, D&Wisniewski, R. The Curious Case of NCATE Redesign[M]. Phi DeltaKappan,77(9),622-629.
②Conant, J. B. The Education of American Teachers[M]. New York: Magraw-Hill Book Company,INC.1996:69.
③Lucas, Christopher J. Teacher Education in America: Reform Agendas for the Twenty-First Century[M].New York: St Martin’s Press.1997:197-199.
①Palomba, C.A. Banta,T. W. Assessment Essentials: Planning, Implementing and Improving Assessment inHigher Education [M]. San Francisco: Jossey-Bass Publishers.1999:116.
②Husen, T. Postlethewaite, T. N.(ed.). International Encyclopedia of Education.(2nded.)[M].Oxford:Pergamon Press.369.
③Porter,A.C., Youngs,P.&Odden, A. Advance in Teacher Assessments and Their Uses. In: Richardson, V.(ed.) Handbook of Research on Teaching.4thEdition[M]. Washington D.C.: American EducationResearch Association.2001:262.
④Feistritzer, E.&Chester,D. Alternative Teacher Certification[M].Washington D.C.: National Center forEducation Information.1996.
①Parsad.B. et al. Teacher Preparation and Professional Development:2000[M].Washington D.C.: NationalCenter for Education Statistics, U.S. Department of Education.
②Palomba, C.A. Banta,T. W. Assessment Essentials: Planning, Implementing and Improving Assessment inHigher Education [M].San Francisco: Jossey-Bass Publishers.1999:118.
①Husen,T., Postlethewaite,T.N. International Encyclopedia of Education[M].Oxford: PergamonPress,1994:369.
①王海燕.美国教师专业发展学校的教育行动准备[J].外国中小学教育,2002(4):23
①David F. Labaree，Power，Knowledge，and the Rationalization of the Movement to Professionalize ofTeaching[J].Havard Educational Review，1992，Vol.61，No.2,143.
②杨明全.从教学专业化看美国在职教师进修计划[J].外国教育研究,2003(3):30.
①王致和.高等学校教育评估[M].北京:北京师范大学出版社,1995:6.
②斯塔弗尔比姆.方案评价的CIPP模式.教育学文集·教育评价[M].北京:人民教育出版社,1989:297-304.
①许建钺.教育测量与评价[M].北京:教育科学出版社,1992:14-18.
②Palomba, C.A. Banta,T. W. Assessment Essentials: Planning, Implementing and Improving Assessment inHigher Education [M].San Francisco: Jossey-Bass Publishers.1999:116.
③Husen, T. Postlethewaite, T. N.(ed.).International Encyclopedia of Education[M].Oxford: PergamonPress.1994:369.
①Porter,A.C., Youngs,P.&Odden, A. Advance in Teacher Assessments and Their Uses. In: Richardson, V.(ed.) Handbook of Research on Teaching.4thEdition.[M]. Washington D.C.: American EducationResearch Association.2001:262.
②Feistritzer, E.&Chester,D. Alternative Teacher Certification [M].Washington D.C.: National Center forEducation Information.1996.
③Parsad.B. et al. Teacher Preparation and Professional Development:2000[M].Washington D.C.: NationalCenter for Education Statistics, U.S. Department of Education.2001.
④Palomba, C.A. Banta,T. W. Assessment Essentials: Planning, Implementing and Improving Assessment inHigher Education [M].San Francisco: Jossey-Bass Publishers.1999:118.
①Moore, C. A. Accreditation of Higher Education: The Case of NCATE.[J] ERIC DocumentReproduction Service (No. ED226684).1982:31-39.
②Koerner, J. D. The Miseducation of American Teachers[M]. Boston: Houghton MifflinCompany.1963:229-233.
③Lindsey, M. Accreditation in Teacher Education[J].ERIC Document Reproduction Service (No. ED084760).1973:34.
④Moore, C. A. Accreditation of Higher Education: The Case of NCATE [J].ERIC DocumentReproduction Service (No. ED226684).1982:31-39.
1.[美]A.C.奥恩斯坦.美国教育学基础[M].刘付忱，等.译.北京：人民教育出版社,1984.
2.[美]L.迪安·韦布.美国教育史——一场伟大的美国实验[M].陈露茜，李朝阳.译.合肥：安徽教育出版社,2010.
3.[美]Thomas R.Guskey.教师专业发展评价[M].方乐，张英,等.译.北京：中国轻工业出版社,2005.
4.[美]波特.现代教育学说[M].孟宪承.译.上海：商务印书馆,1930.
5.[美]布鲁柏克.教育问题史[M].吴元训译.合肥：安徽教育出版社,1991.
6.[美]达琳·哈梦达.美国教师专业发展学校[M].王晓华，等译.北京：中国轻工业出版社,2006.
7.[美]科南特.科南特教育论著选[M].陈友松.译.北京：人民教育出版社,1988.
8.[美]库思.科学革命的结构[M].金吾伦，胡新和.译.北京：北京大学出版社,2012.
9.[美]拉格曼.一门捉摸不定的科学：困扰不断的教育研究的历史[M].花海燕,等.译，北京：教育科学出版社,2006.
10.[美]劳伦斯·阿瑟·克雷明.美国教育史[M].周玉军,等.译.北京：北京师范大学出版社,2003.
11.[美]劳伦斯·阿瑟·克雷明.学校的变革[M].单中惠,马晓斌.译.上海：上海教育出版社,1994.
12.[美]马克.C.卡恩斯,约翰.A.加勒迪.美国通史[M].吴金平,许双如,刘燕玲,等.译.济南：山东画报出版社,2008.
13.[美]沙沃森·汤.教育的科学研究[M].曹晓南,等.译.北京：教育科学出版社,2006.
14.[美]舒尔茨.现代心理学史[M].沈德灿,等.译.北京：人民教育出版社,1981.
15.[美]韦思·厄本;杰宁斯·瓦格纳.美国教育一部历史档案[M].周晟，谢爱磊.译.北京：中国人民大学出版社,2009.
16.[美]希尔斯曼.美国是如何治理的[M].北京：商务印书馆,1986.
17.[美]享科·A·吉鲁.教师作为知识分子—迈向批判教育学[M].朱红文,译.北京：教育科学出版社,2008.
18.[美]亚伯拉罕·弗莱克斯纳.现代大学论——美英德大学研究[M].徐辉,陈晓菲.译.杭州：浙江教育出版社,2001.
19.[美]约翰·S·布鲁贝克.高等教育哲学[M].王承绪,等.译.杭州：浙江教育出版社,1987.
20.《教育规划纲要》工作小组办公室.教育规划纲要学习辅导百问[M].北京：教育科学出版社,2010.
21. T.胡森.国际教育百科全书(第二卷)[M].贵阳：贵州教育出版社,1990.
22.安树芬，彭诗琅.中华教育历程(下)[M].北京：光明日报出版社,1997.
23.班克斯.多元文化教育概述[M].李苹绮.译.台北：国立编译馆,1998.
24.蔡敏.美国中小学教师评价及典型案例[M].北京：北京大学出版社,2009.
25.陈桂生.学校教育学原理[C].长沙：湖南教育出版社,2000.
26.陈永明.国际师范教育改革比较研究[M].北京：人民教育出版社,1999.
27.陈永明.教师教育研究[M].上海：华东师范大学出版社,2003.
28.陈永明.现代教师论[M].上海：上海教育出版社,1999.
29.陈振明.政策科学—公共政策分析导论(第2版)[M].北京：中国人民大学出版社,2003.
30.陈致远.多元文化的现代美国[M].成都：四川人民出版社,2003.
31.成有信.十国师范教育和教师[M].北京：人民教育出版社,1990.
32.程方平.国外教师问题研究[M].沈阳：沈阳出版社,2000.
33.崔相录，方正淑.迎接21世纪的发达国家教育改革探索[M].长沙：湖南教育出版社,1990.
34.端木义万.美国社会文化透视「M].南京：南京大学出版社,1999.
35.傅林.当代美国教育改革的社会机制研究：20世纪60年代美国教育改革运动的形成[M].北京：教育科学出版社,2006.
36.改革开放30年中国教育改革与发展课题组.教育大国的崛起1978—2008[M].北京：教育科学出版社,2008.
37.谷贤林.美国研究型大学管理[M].北京：教育科学出版社,2008.
38.顾明远,孟繁华.国际教育新理念[M].海口：海南出版社,2006.
39.顾明远.世界教育大系·美国教育[M].长春：吉林出版社,2000.
40.郭爱丽.美国20世纪50—70年代教师教育改革研究[D].广州：华南师范大学,2007.
41.郭志明.美国教师专业规范历史研究[M].北京：中国社会科学出版社,2004.
42.国家教育发展与政策研究中心.发达国家教育改革的动向和趋势（第二集）[M].北京：人民教育出版社,1987.
43.韩小蕙,王威.解密美国教育——旅美华人看美国教育[M].福州：福建人民出版社,2005.
44.贺国庆,王保星,朱文富.外国高等教育史[M].北京：人民教育出版社,2003.
45.贺国庆,于洪波,朱文富.外国教育史[M].北京：高等教育出版社,2009.
46.贺国庆.德国和美国大学发达史[M].北京：人民教育出版社,1998.
47.贺国庆.近代欧洲对美国教育的影响[M].保定：河北大学出版社,1994.
48.贺国庆.外国教育专题研究文集[M].保定：河北大学出版社,2001.
49.洪明.教师教育理论与实践[M].福州：福建教育出版社,2007.
50.洪明.美国教师质量保障体系历史演进研究[D].福州：福建师范大学,2008.
51.洪明.美国教师质量保障体系历史演进研究[M].北京：北京师范大学出版社,2010.
52.洪明.西方教师教育理论与实践[M].福州：福建教育出版社,2002.
53.胡庆芳.美国教育360度[M].北京：教育科学出版社,2007.
54.华东师范大学教育资料中心.当代国外教育研究[M].上海：华东师范大学出版社,1986.
55.黄光雄.资格能力本位师范教育[M].台北：复文图书出版社,1983.
56.黄光雄等编译.能力本位师范教育[M〕.高雄：复文图书出版社,1983.
57.黄济,王策三.现代教育论[C].北京：人民教育出版社,1996.
58.黄葳.教师教育体制国际比较研究[M].广州：广东高等教育出版社,2003.
59.黄志成.西方教育思想的轨迹：国际教育思想纵览[M].上海：华东师范大学出版社,2008.
60.纪晓林.美国公共教育的管理与政策[M].北京：北京师范大学出版社,1992.
61.教育部师范司.教师专业化的理论与实践[M].北京：人民教育出版社,2003.
62.靳希斌.教师教育模式研究[M].北京：北京师范大学出版集团,2009.
63.瞿葆奎,沈剑平.教育与教育学[C].北京：人民教育出版社,1993.
64.瞿葆奎.教育学文集·美国教育改革[M].北京：人民教育出版社,1990.
65.瞿葆全.教育学文集·国际教育展望[M].北京：人民教育出版社,1993.
66.李琛.关于美国教师专业化发展的初步研究[D].福州：福建师范大学,2003.
67.李其龙,陈永明.教师教育课程的国际比较[M].北京：教育科学出版社,2002.
68.李其荣.美国文化解读[M].济南：济南出版社,2005.
69.李寿祺.利益集团与美国政治[M].北京：中国社会科学出版社,1988.
70.李学农.教师专业化实践的困境与教师教育学科理论的生长[A].全国教师教育学科建设研讨会论文集[C].南京：南京师范大学,2006.
71.联合国教科文组织总部中文科译．教育：财富蕴藏其中[M]．北京：教育科学出版社,1996.
72.梁忠义.教师专业化视野下的美英日韩四国教师教育的改革与发展[M].长春：东北师范大学出版社,2003.
73.梁忠义.七国职业技术教育[M].长春：吉林教育出版社,1990.
74.林木.世界各国师范教育的课程[M].台北：台湾书店,1964.
75.刘复兴.教育政策的价值分析[M].北京：教育科学出版社,2003.
76.刘捷，谢维和.栅栏内外：中国高等师范教育百年省思[M].北京：北京师范大学出版社,2002.
77.刘捷.专业化：挑战21世纪的教师[M].北京：教育科学出版社,2002.
78.刘静.20世纪教师教育思想的历史分析[M]北京：北京师范大学出版社,2009.
79.刘庆仁.美国教育改革研究[M].台北：国立教育资料馆,2000.
80.刘绪贻.美国通史·战后美国史1945一2000[M].北京：人民教育出版社,2002.
81.刘永涛.当代美国社会[M].北京：北京社会科学出版社,2001.
82.陆有铨.躁动的百年—20世纪的教育历程[M].济南：山东教育出版社,2001.
83.吕达,周满生.当代外国教育改革著名文献（美国卷）[M].北京：人民教育出版社,2004.
84.罗廷光.教育科学研究大纲[M].上海：中华书局,1932.
85.马骥雄.美国教育改革[C].北京：人民教育出版社,1996.
86.马骥雄.战后美国教育研究[M].南昌：江西教育出版社,1991.
87.马啸风.中国师范教育史[M].北京：首都师范大学出版社,2003.
88.梅新林.聚焦中国教师教育[M].北京：中国社会科学出版社,2008.
89.梅新林.中国教师教育30年[M].北京：中国社会科学出版社,2008.
90.钱满素.美国自由主义的历史变迁[M].北京：三联书店,2006.
91.乔玉全.21世纪美国高等教育[M].北京：高等教育出版社,2000.
92.秦立霞.美国教师资格认证制度研究[M].北京：教育科学出版社,2010.
93.屈书杰.美国黑人教育史[M].保定：河北大学出版社,2004.
94.史静寰.当代美国教育[M].北京：社会科学文献出版社,2001.
95.宋嗣廉，韩力学.中国师范教育通览（上卷）[M].长春：东北师范大学出版社,1998.
96.苏真.比较师范教育[M].北京：北京师范大学出版社,1991.
97.孙大廷.美国教育战略的霸权向度[M].长春：吉林大学出版社,2009.
98.唐纳德·A·舍思.反映的实践者——专业工作者如何在行动中思考[M].夏林清.译.北京：教育科学出版社,2007.
99.滕大春.今日美国教育[M].北京：人民教育出版社,1980.
100.滕大春.美国教育史[M].北京：人民教育出版社,2001.
101.滕大春.外国教育通史[M].济南：山东教育出版社,1994.
102.滕大春.外国教育史和外国教育[M].保定：河北大学出版社,1998.
103.滕大春.外国教育通史[M].济南：山东教育出版社,1994.
104.滕星.中外教育名人辞典[M].北京：中央民族学院出版社,1988.
105.王定华.透视美国教育——20位旅美留美博士的体验与思考[M].北京：北京师范大学出版社,2008.
106.王定华.走进美国教育[M].北京：人民教育出版社,2004.
107.王凤玉.社会变革与教育机构转型——美国师范教师机构转型的研究及启示[M].北京：人民出版社,2008.
108.王卫东.教师专业发展探新——若干理论的阐释与辨析[M].暨南大学出版社,2007.
109.王艳玲.教师教育课程论[M].上海：华东师范大学出版社,2011.
110.王英杰.美国高等教育的发展与改革[M].北京：人民教育出版社,1993.
111.王致和.高等学校教育评估[M].北京：北京师范大学出版社,1995.
112.邬春芹.美国教师教育改革与教师专业化[D].上海：华东师范大学,2002.
113.吴式颖.外国现代教育史[M].北京：人民教育出版社,1997.
114.夏之莲.外国教育发展史料选粹(上、下)[M].北京：北京师范大学出版社,1999.
115.肖甦.比较教师教育[M].南京：江苏教育出版社,2010.
116.许建钺.教育测量与评价[M].北京：教育科学出版社,1992.
117.杨汉清．外国中小学教师概况[M]．武汉：华中师范大学出版社,1985.
118.杨慧敏.美国基础教育[M].广州：广东教育出版社,2004.
119.杨克瑞.战后美国联邦政府大学生资助政策研究[M].北京：北京师范大学出版社,2008.
120.叶澜.教师角色与教师发展新探[M].北京：教育科学出版社,2001.
121.叶澜.教育研究方法论初探[M].上海：上海教育出版社,1999.
122.于光远.教育人才素质研究[M].郑州：河南教育出版社,1991.
123.余家菊.师范教育[M].上海：上海中华书局,1926.
124.袁贵仁.全面贯彻第四次全国教育工作会议精神，深入学习《国家中长期教育改革与发展规划纲要（2010-2020）》[R].国家教育行政学院,2010-9-12.
125.袁振国.教育政策学[M].南京：江苏教育出版社,2000.
126.臧琰琰.美国多元文化教师教育研究[D].济南：山东师范大学,2009.
127.张斌贤,褚洪启.西方教育思想史[M].成都：四川教育出版社,1994.
128.张斌贤,孙益.探索外国教育史研究的新领域与新方法[M].桂林：广西师范大学出版社,2009.
129.张斌贤.西方高等教育哲学[M].北京：北京师范大学出版社,2007.
130.张德锐.师资培训与教育革新研究[M].台北：五南图书出版公司,1999.
131.张丽玉.美国能力本位教师教育运动研究[D].福州：福建师范大学,2007.
132.张维仪.教师教育—改革与发展热点问题透视[M].南京：南京师范大学出版社,2000.
133.赵中建.全球教育发展的历史轨迹—国际教育大会60年建议书[M].北京：教育科学出版社,1999.
134.赵中建.质量为本—美国基础教育热点问题研究[M].合肥：安徽教育出版社,2010.
135.钟秉林.教师教育转型研究.[M].北京：北京师范大学出版社,2009.
136.周采.美国教育史学：嬗变与超越[M].北京：人民教育出版社,2005
137.周慧芳.中美科学教师职前教育的比较研究[D].桂林：广西师范大学,2005.
138.周钧.美国教师教育认可标准的变革与发展——全美教师教育认可委员会案例研究[M].北京：北京师范大学出版社,2009.
139.周南照,赵丽,任友群.教师教育改革与教师专业发展：国际视野与本土实践[M].上海：华东师范大学出版社,2007.
140.周小虎.利益集团视角下的美国教师组织对教育政策影响的研究[D].长春：东北师范大学,2006.
141.朱小蔓.新世纪教师教育的专业化走向[M].南京：南京师范大学出版社,2003.
142.朱旭东.李琼.教师教育标准体系研究[M].北京：北京师范大学出版社,2011.
143.祝怀新.封闭与开放—教师教育政策研究[M].杭州：浙江教育出版社,2007.
1.常波.西方反思型教师教育思潮兴起背景综述[J].外国教育研究,2000(2).
2.陈林,蔡伟仁.从美国教师专业化看我国教师教育管理体制改革的出路[J].高校教育管理,2007(5).
3.陈蕊,刘晖.美国NCLB法案对教师教育的影响[J].中国教师,2008(10).
4.陈蕊.美国初任教师入职指导研究综述[J].教育导刊,2009(11).
5.陈时见,杜静.教师入职训练的国际经验与发展趋势[J].西南大学学报(社会科学版),2009(3).
6.陈颖.美国教师教育课程改革的学科融合趋势及其启示[J].民办高等教育研究,2007(1).
7.谌启标.美国教师教育制度变迁与改革实践[J].比较教育研究,2003(7).
8.谌启标.美国教师面临的问题与改革策略[J].教学与管理,2001(9).
9.代立梅,王多吉.论利益集团在美国政治中的作用[J].常熟高专学报,2004(5).
10.戴伟芬.教育公平：当代美国教师教育课程思想的社会分析[J]比较教育研究,2011(8).
11.戴伟芬.论美国教师教育课程的学术整合趋向[J].西南大学学报,2011(11).
12.邓涛,单晶.近二十年来美国教师教育改革与发展[J].外国教育研,2003(5).
13.邓文.新加坡高校师资队伍建设的新措施[J].外国教育动态,1991(6).
14.都本伟,王凤玉.论美国师范教育的转型[J].辽宁师范大学学报(社会科学版),2009(11).
15.杜钢.美国多元文化教育课程与教学理论评析[J].外国中小学教育,2007(6).
16.段作章，谭兆敏.中小学教师培养模式改革构想[J].徐州师范大学学报（哲社版）,2005(6).
17.冯大鸣，赵中建.“9.11”后美国教育战略调整的两个标志[J].教育发展研究,2003(3).
18.甘永涛.美国黑人高等教育：阿丹姆斯标准的确立[J].高教探索,2011(1).
19.高春香.美国教师继续教育实践特点的初步探寻[J].继续教育,2004(3).
20.高明晖.美国的“选择性教师证书”制度——以德克萨斯州为例[J].外国教育研究,1996(5).
21.高志怀，赵素敏.美国中小学师资发展状况及其对我国师范教育改革的启示[J].河北师范大学学报(教育科学版),1998(2).
22.顾明远.我国教师教育改革的反思[J].教师教育研究,2006(6).
23.管培俊.我国教师教育改革开放三十年的历程—成就与基本经验[J].中国高教研究,2009(2).
24.郭臻琦，孙英，李克军.美国教师专业化发展的特质[J].外国教育研究,2007(9).
25.郭志明.美国教师课程变迁与教师专业化[J].学科教育,2004(5).
26.韩毓昉.美国的师资教育改革[J].比较教育研究,1993(3).
27.何茜,孙美花.教师专业化视野下的教师教育改革[J].西南大学学报(社科版),2008(4).
28.何茜,杨春梅.美国大学化教师教育的课程设置及其特点[J].比较教育研究,2011,(11).
29.洪明.美国教师教育变革与发展的主要趋势[J].比较教育研究,2003(7).
30.洪明.美国联邦政府教师质量保障政策探析——聚焦《高等教育法》和《不让一个孩子掉队法》[J].比较教育研究,2010(2).
31.侯威.NCLB法案实施四年来美国公立学校的变化——来自美国教育政策中心的报告[J].比较教育研究,2007(11).
32.胡玉萍,谷成杰.教育公平视野中的美国黑人教育政策研究[J].新疆大学学报（哲社版）,2011,(2).
33.教师教育课程标准专家组.教师教育课程标准的国际比较[J].全球教育展望,2008(9).
34.李爱秋.美国教师教育课程设置特色与启示—以美国伊利诺伊大学（UIC）的教师教育课程设置为例[J].教育科学,2009(6).
35.李福春.美国教育学发展考析[J].大学教育科学,2010(6).
36.李旭.美国提高颁发教师资格证书的标准及其局限[J].比较教育研究,2003(4).
37.刘和忠.高师院校教师培养模式改革探讨[J].中国高等教育,2004(13、14).
38.刘学东,程晋宽.艰难的时代，艰难的选择——奥巴马政府基础教育政策的两难抉择[J].外国中小学教育,2010(2).
39.刘尧.美国教师教育评论[J].河北师范大学学报（教育科学评论）,2003(3).
40.刘益春,李广.高夯.“U-G-S”教师教育模式建构研究[J].教师教育研究,2013,25(1).
41.柳海民,史宁中.专业化教师教育课程的理论样态与基本结构[J].课程·教材·教法,2004(10).
42.吕达.《2000年目标：美国教育法》初探[J].课程·教材·教法,1993(9).
43.倪阳．质量究竟是什么[J]．开放教育研究,2007(2)．
44.牛道生.80年代“教育危机”以来美国基础教育的实质变化[J].教育研究,1998(7).
45.乔鹤.奥巴马教育新政解读[J].比较教育研究,2009(9).
46.饶琴,万秀兰.美国黑人高等教育的发展历程[J].世界民族,2006(4).
47.邵彩玲,吕兵,张莅颖.美国能力本位的教育模式及其影响[J].邯郸师专学报,2004(4).
48.沈云交．什么是质量[J]．世界标准化与质量管理,2005(8)．
49.石中英.教育机会均等的内涵及其政策意义[J].北京大学教育评论,2007(1).
50.唐晓萍.90年代美国地方师范教育管窥[J].高等师范教育研究,1999(3).
51.田守春、郭元捷.美国《科学教师培养标准》述评[J].比较教育研究,2010(2).
52.王文岚.莱文报告：美国教师教育改革的风向标[J].外国中小学教育,2007(7).
53.王志平.当代西方学者对教育学性质的论争[J].外国教育研究,1986(1).
54.王志强.《2009美国复苏与再投资法案》教育项目解读[J].比较教育研究,2010(4).
55.吴志功.美国威斯康星州中学教师资格认证[J].高等师范教育研究,20004(4).
56.夏人青.九十年代中期以来美国师范教育的发展危机与改革趋势[J].高等师范教育研究,2000(2).
57.徐曼.美国奥巴马政府的教育行动议程及启示[J].当代教育科学,2009(17).
58.许明,黄雪娜.从入职培训看美国新教师的专业成长[J].教育科学,2002(1).
59.许天心.析教师专业化与教师教育改革[J].继续教育研究,2009(8).
60.杨立文.论美国黑人继续遭受种族歧视的症结及其出路[J].美国研究,1994(2).
61.杨启光.从边缘进入视域中心：美国联邦政府教师教育政策的发展[J].江南大学学报,2008(4).
62.杨泽宇.美、日教师教育大学化历程比较及其对“开放制”教师教育实质的启示[J].青年科学,2009(8).
63.叶澜.一个真实的假问题—“师范性”与“学术性”之争的辨析[J].高等师范教育研究,1999(2).
64.殷林茹，曹薇.对改革高师本科培养目标、培养模式的再认识[J].高等师范教育研究,2003(3).
65.于江.简析NCLB法案对美国教师质量的政策影响[J].科教文汇,2008(3).
66.原青林.试析美国专业发展的社会背景[J].外国教育研究,2003(8).
67.张斌贤.教师培养模式改革若干问题思考[J].教育研究,2005(12).
68.张东辉.从教育学的学科发展看美国一流教育学院的学位与专业设置[J].学位与研究生教育,2008(1).
69.张聚国.美国师范学院演变的过程与特点[J].烟台师范学院学报,2003(3).
70.张唯．美国教师教育改革与发展[J]．未来与发展,2005(3)．
71.赵中建.美国80年代以来教师教育政策评述[J].全球教育展望,2001(9).
72.周风．教师进修需要加快步伐[J]．师资培训研究,1995(10)．
73.周红安,郑颖.美国教师教育改革与发展的历史探析[J].内蒙古师范大学学报,2004(9).
74.周红霞.构建美国全面而有竞争力的教育体系——奥巴马在拉美裔商会上关于全面教育改革计划的讲话摘编[J].全球教育展望,2009(4).
75.周钧,朱旭东.美国教师教育大学化形成的路径研究[J].高等教育研究,2005(12).
76.周钧.当前美国大学教育学院教师教育改革[J].教师教育研究,2010(1).
77.周钧.霍姆斯小组与美国教师教育改革[J].比较教育研究,2003(11).
78.周钧.美国政府在教师教育中的作用[J].中国教师,2007(6).
79.周琼英.借鉴美国经验发展中国师范教育[J].绵阳师范高等专科学校学报,2002(4).
80.朱旭东,周钧.论我国教师教育学科制度建设——教师教育大学化的必然选择[J].教师教育研究,2007(1).
81.朱旭东.如何理解教师教育大学化[J].比较教育研究,2004(1).
82.朱旭东.专业化视野中大学化教师教育的十大观点[J].教师教育研究,2005(1).
83.邹华.中国高等师范教育的历史经验[J].教师教育研究,2005(5).
1. Agnew.W.The Administration of professional schools for Teachers [M]. Baltimore: Warwick＆York,1924.
2. Allen, T.The Invention of the White Race [M]. London: Verso,1994.
3. Anderson, James D. The Education of Blacks in the South,1860-1935[M]. The University of NorthCarolina Press,1988.
4. Anderson, Lorin W, Ed. International Encyclopedia of Teaching and Teacher Education [M]. Elsevier:Elsevier Science Ltd,1995.
5. Anderson,J. The education of blacks in the South,1860-1935[M].Chapel Hill: University of NorthCarolina Press,1988.
6. Angus, D. L. Professionalism and the Public Good: A Brief History of Teacher Certification.[M].Washington, D. C.: Thomas B. Fordham Foundation,2001.37.
7. Apple, M.W.Teachers and Texts:A Political Economy of Class and Gender Relations in Education [M].New York: Routledg&Kegan Paul1988.
8. Bestor A. Educational Wastelands: The Retreat form learning in Our Public Schools [M]. Universityof Hlionois Press,1953.
9. Borrowman, Mark L. The Liberal and Technical in Teacher Education: A Historical Survey ofAmerican Thought [M]. Bureau of Publications, Teachers college, Columbia University, New York,1997.
10. Bruke, Peter J. and Heidman Robert G. Career—long Teacher Education [M].New York: Charles CThomas Publisher,1985
11. Calhoun, Danid. Ed.The Educating of Americans: A documentary History [M].New York: HoughtonMifflin Company,1969.
12. Carnegie Forum on Education and the Economy. A Nation Prepared: Teachers for the Twenty-firstCentury[R]. Washington D.C.: Author,1986.
13. Carreiro A. Keith. An Opportunity to Reconceptualize Teacher Preparation Programs By Infusing ALiberal Arts and Educational Foundations Strand into the Core Curriculum [R].Annual Meeting of theNorth Carolina Association of Research in Education,1999.
14. Christo J.Lucas.Teacher Education in American Reform Agendas for the Twenty-First Century [M].New York: Martins Press,1997.
15. Clifford G.J.&Cuthrie J.M.(Ed.) School: a Brief for Professional Education [M]. Chicago andLondon: the University of Chicago Press,1988.
16. Cohen, Rosetla Marantz and Scheer, Samuel. The work of Teachers in America:A SOCIAL HistoryThrough Stories[M]. New Jersey: Lawence Erlbaum Associates Publishers,1997.
17. Collins, P.H.Black feminist thought [M]. New York: Routledge,1991.
18. Commission on Teaching and America’s Future. What Matters Most: Teaching for America’s Future[M]. New York. Teachers College, Columbia University,1996.
19. Conant, J. B.The Education of American Teachers [M]. New York: Magraw-Hill Book Company, INC,1963.
20. Conant, James Bryant. The Education of American Teachers [M]. New York: McGraw-Hill,1963.
21. Cubberley, Ellwood P. The History of Education [M].New York: Houghton Mifflin Company,1920.
22. Cubberly, Ellwood P. Public Education in the United States [M].New York: Houghton MifflinCompany,1919.
23. Darling-Hammond. Wise Arthur E. License to Teach [M].New York: Westview Press,1995.
24. Dewey, John.How We Think [M]. Chicago: Henry Regery,1993.
25. Dilley, Frank Brown. Teacher Certification in Ohio [M].New York: Bureau of Publications, TeachersCollege, Columbia University,1935.
26. Dwight Oliver Wendell Holmes. The Evolution of the Negro College [M]. Michigan: Arno Press,1934.
27. E.Hollins, J.King,&W.Hayman (Eds.) Teaching diverse learners: Formulating a knowledge base forteaching diverse populations [M]. Albany: State University of New York Press,1994.
28. Edward R. Ducharme, Mary K. Ducharme. The American Association of Colleges for TeacherEducation: A History[R].Washington D.C.:AACTE publications.www.aacte.org.[2013-07-25]
29. F. M. Connelly, M.F. He&J.I. Phillion. The SAGE Handbook of Curriculum and Instruction [M].California: Sage Publications.2008.
30. Feistritzer, E.&Chester, D.Alternative Teacher Certification [M]. Washington D.C.: National Centerfor Education Information,1996.
31. Franklin, J.H.,&Moss, A.A.From slavery to freedom [M].New York: Knopf,1988.
32. Froodlad J. Teachers for our Nation’s Schools [M]. San Francisco: Jossey Bass,1990.
33. Gay.G. Culturally Responsive Teaching: Theory, Research, and Practice [M]. New York: TeachersCollege Press2000.
34. Goodlad, J. Teachers for Our Nation’s Schools [M]. San Francisco: Jossey-Bass Publishers,1990.
35. Hildeshqim Jama W., Memnill, Greorge D.Theory and Practice in the History of American EducationA Book of Readings [M]. Washington D.C.: University Press of American,1980.
36. Howard. G.R. We can’t Teach What We Don’t know: White Teachers. Multiracial Schools[M]. NewYork: Teacher College Press,1999.
37. James S. Coleman, Ernest Q. Campbell, Carol J. Hobson, etc. Equality of EducationalOpportunity[R].Washington D.C.:U.S. Government Printing Office,1996.
38. Leader, J. L,. Normal Education in Connecticut[M]. New York: Bureau of Publications, TeachersCollege, Columbia University,1928.
39. Lee,E.Letters to Marcia: A Teacher’s Guide to Anti-racist Education[M].Toronto, Ontario:Cross-Cultural Communication Centre,1985.
40. Lindsey.M. Accreditation in Teacher Education [R]. ERIC Document Reproduction Service NO.ED084760,1973.
41. Liston. D.,Ieichner, K. Teacher Education and the Social Conditions of Schooling [M].New York:Routledge,1991.
42. Lucas, Christopher.J. Teacher Education in America: Reform Agendas for the Twenty-First Century[M]. New York: St Martin’s Press,1997.
43. Menlo, Allen and Poppleton, Pam. The Meanings of Teaching: A International Study of SecondaryTeachers’ Work Lives [M]. Comnecticut: Bergin and Garvey Westport,1999.
44. Merle L. Borrowman. The Liberal and Technical in Teacher Education: A Historical Survey ofAmerican Thought [M].New York: Bureau of Publications, Teachers College, Columbia University,1956.
45. Murray, Florence. The Negro Handbook [M]. New York: Wendell Malliet and Company,1942.
46. National Commission on Excellence in Education. A Nation at Risk: the Imperative for EducationalReform[R]. Washington, D.C.:U.S. government Printing Office,1983.
47. National Council for Accreditation of Teacher Education.Standards for Accreditation of TeacherEducation:The accreditation of basic and advanced preparation preparation programs forprofessional school personnel[R]. Washington,DC:the Author,1970.
48. National Education Association.Journey to Now (1946-1961): the First Fifteen Years of theProfessional Standards Movement in Teaching [M]. Washington, D. C.: the Author,1961.
49. Palomba, C.A. Banta,T. W.Assessment Essentials: Planning, Implementing and Improving Assessmentin Higher Education[M]. San Francisco: Jossey-Bass Publishers,1999.
50. Parsad.B.(et al). Teacher Preparation and Professional Development:2000[M]. Washington D.C.:National Center for Education Statistics, U.S. Department of Education,2001.
51. Schaefer, Richard T. Racial and Ethnic Grous [M] Reading, Massachusetts: Addison-Wesley,1996.
52. Siddle Walker,E.V.Their Highest Potential: An African American Community School in the SegregatedSouth [M]. Chapel Hill: University of North Carolina Press,1996.
53. Sidney Dorros.Teaching as a Profession [M].Ohio:Charles E. Merrill Publishing Company,1968.
54. The Holmes Group. Tomorrow’s Teachers:A Report of the Holmes Group [M] East Lansing, MI:TheHolmes Group Inc.,1996.
55. The Holmes Group. Tomorrow’s Teachers[R]. East Lansing, MI: the Holmes Group, Inc,1986.
56. W.R. Houston, M. Haberman,&J. Sikula (Eds.). Handbook of Research on Teacher Education [M].New York: Macmillan,1990.
57. William L. O’Neill. Coming Apart: An Informal History of America in the1960s[M].New York:Quadrangle Books,1971.
1. AACTE Commission on Multicultural Education. No One Model American [J].Journal of TeacherEducation,1973,24(4).
2. Albert Shanker. Quality Assurance: What Must Be Done to Strengthen the Teaching Profession [J]. PhiDelta Kappan,1996.78(3).
3. Arthur E. Wise. Building a system of Quality Assurance for the Teaching Profession [J].Phi DeltaKappan,1996.78(3).
4. Arthur G. Powell. Speculations on Early Impact of Schools of Education On Education Psychology [J].History of Education Quarterly. Vol.11. No.4(Winter.1971).
5. Baines Lawrence A. Deconstructing Teacher Certification [J]. Phi Delta Kappan,2006.88(4).
6. Bettleheim, B.Teaching the disadvantaged [J]. National Education Association Journal,1965(1).
7. Cochran-Smith, M.Uncertain allies: Understanding the Boundaries of Race and Teaching [J]. HarvardEducational Review,1995(65).
8. Donald,Vivtoria-Maria.The Paradox of Bureaucratization: New Vien on Progressive Era Teachers andThe Development of a Woman’s Profession[J].History of Education Quarterly,1995,35(1).
9. Ethell, R.G.&McMeniman, M. M. Unlocking the Knowledge in Action of an Expert Practitioner [J].Journal of Teacher Education,2000,51(2).
10. Foster, M.The Politics of Race: Through African American teachers’ eyes[J]. Journal of Education,1990,18(1).
11. Gardner W. E., Scannell, D&Wisniewski, R.The Curious Case of NCATE Redesign [J]. Phi DeltaKappan,1996,77(9).
12. Gay, G.&Howard, T. C. Multicultural Teacher Education for the21st Centaury [J].The TeacherEducator,2000.36(1).
13. Green M. Reflection and Passion in Teaching [J]. Journal of Curriculum and Supervision,1986,2(1).
14. Groens G. A Does Your School Have A Soul?[J] Principal,1996,17(2).
15. Harris-Hart, C. Performing Curriculum: Exploring the Role of Teachers and Teacher Educators [J].Principal,2009,(4).
16. Hollins, E.R.Debunking the myth of a monolithic White American culture, or moving toward culturalinclusion [J]. American Behavioral Scientist,1990,(34).
17. John I Goodlad.Whither Schools of Education?[J] Journal of Teacher Education,1995,50(5). Journalof Teacher Education,1986,37(2).
18. Mahan,J.Native Americans as teacher trainers: Anatomy and outcomes of a cultural immersionproject[J]. Journal of Educational Equity and Leadership,1982,(2).
19. Mary Catherine Buday and James A. Kelly. National Board Certification and the Teaching profession’sCommitment to Quality Assurance [J]. Phi Delta Kappan,1996.78(3).
20. Null J W, Bohan H C. Teacher Education Curriculum: What, How, Why [J]. Curriculum, and TeachingDialogue,2005,(35).
21. Ogbu, J.Variability in minority school performance. A problem in search of an explanation [J].Anthropology and Education Quarterly,1987,(18).
22. Renee Tipton Clift and Allen R. Warner. Universities Contributions to the Educations of Teachers [J].
23. Shulman, L.Those Who Understand: Knowledge Growth in Teaching [J].Educational Researcher,1986,120(8).
24. T.M.Stinnetl.Procedures Among the State[J].The Journal of Teacher Education,1962,(1).
25. Taylor. S.V.,Sobel, Donna M.Rich Contexts to Emphasize Social Justice in Teacher Education:Curriculum and Pedagogy in Professional Development Schools[J]. Equity&Excellence inEducation,2003,(36).
26. Thomas. S.,Vanderhaar,J.,Negotiating Resistance to Multiculturalism in a teacher EducationCurriculum: A Case Study[J]. The Teacher Educator,2008,(43).
27. Trends in Hiring and Teacher Certification [J]. Childhood Education,1996,72(4).
28. Valli,L.&Rennert-Ariev,P.New Standards and Assessment? Curriculum Transformation in TeacherEducation[J]. Journal of Curriculum Studies,2002,34(2).
29. Wise, Arthur E. What’s Wrong With Teacher certification?[J]. Education Week,2003,30(22).
30. Zeichner,K. Traditions of practice in U.S. preservice teacher education programs[J]. Teaching&Teacher Education,1993,(9).
1. Sen Barack Obama.Our Kids，Our Future.[2007—11—20].http://usliberals.about.com\od\education\a\ObamaEDPlan.htm.
2.奥巴马就职演讲稿.[2009—03—24].http://www.hcxszx.com/oblog31/user1/qiang/archives/2009/1684.html.
3. Deborah White. President Obama’s Education Policy“Guiding Principles”.[2010—11—16].http://usliberals.about.com\od\education\a\ObamaEducationPolicies.htm.
4. Into Space.[2009—03—24].http://www.whitehouse.gov/blog?page=144.
5. The Necessity of Science.[2009—04—27].http://www.whitehouse.gov/blog?page=140.
6. Remarks of President Barack.[2009—01—24].http://www.whitehouse.gov/blog?page=153.
7. The Economic Stimulus Package.[2010—11—16].http://useconomy.about.com/od/candidatesandtheeconomy/a/Obama_Stimulus.htm.
8. Cammie Croft. Recovery Act Milestone—200Days.[2009—09—03].http://www.whitehouse.gov/blog/2009/09/03/recovery-act-milestone-ndash-200-days.
9. Jesse Lee. Recovery in Focus: Saving and Hiring250000Teachers.[2009—10—19].http://www.whitehouse.gov/blog/Recovery-in-Focus-Saving-and-Hiring-250000-Teachers
10. Secretary Arne Duncan. The Race to the Top Begins.[2009—07—24].http://www.ed.gov/news/speeches/race-top-begins.
11.奥巴马演讲附视频：Speeding Up the Race to the Top.[2010—01—20].http://www.kekenet.com/Article/201001/95021_2.shtml
12. Jesse Lee. House Passes the Budget.[2009—04—02].http://www.whitehouse.gov/blog/2009/04/02/house-passes-budget.
13. Christina Romer. A Look Inside the Economic Report of the President.[2010—02—11].http://www.whitehouse.gov/blog/2010/02/11/a-look-inside-economic-report-president.
14. Jesse Lee. Looking ahead to Education Reform.[2011—01—03].http://www.whitehouse.gov/blog/2011/01/03/looking-ahead-education-reform
15. Deborah White. Pros&Cons of the No Child Left Behind Act.http://usliberals.about.com\od\education\i\NCLBProsCons.htm.
16. Dan Pfeiffer. Tough Choices.[2010—01—30].http://www.whitehouse.gov/blog/2010/01/30/tough-choices.
17. Secretary Arne Duncan. Reauthorization of ESEA：Why we can’t wait.[2009—09—24].http://www.ed.gov/news/speeches/reauthorization-esea-why-we-cant-wait
18. Weekly Address：President Obama to Send Updated Elementary and Secondary Education ActBlueprint to Congress on Monday.[2010—03—13].http://www.whitehouse.gov/the-press-office/weekly-address-president-obama-send-updated-elementary-and-secondary-education-act.
19.奥巴马公布教育改革方案.[2010—03—24].http://www.chinanews.com.cn/gj/gj-bm/news/2010/03-24/2187396.shtml.
20. VOA. Obama’s ‘Blueprint for Reform’in Education goes to Congress.[2010—03—18].http://www.en8848.com.cn/yingyu/06/n-129606.html
21.奥巴马提出教育改革方案.[2010—03—16].http://www.jfdaily.com/a/971532.htm.
22.奥巴马表示：美国学生的竞争对手是韩中印学生.[2010—12—03].http://gaojiao.jyb.cn/world/gjsx/201012/t20101203_403649.html.
23.黄安年.美国总统奥巴马发表2010年国情咨文.[2010—01—29].http://www.annian.net/show.aspx?id=24547&cid=21.