Founded | 1905 |
---|---|
Founder | Andrew Carnegie |
Focus | Education |
Location |
|
Area served | Global |
Method | Donations, Grants, Reports |
Key people | Andrew Carnegie, Henry Pritchett, Abraham Flexner, Clark Kerr, Ernest L. Boyer |
Revenue (2017) | $15,797,428 [1] |
Expenses (2017) | $15,709,366 [1] |
Website | www.carnegiefoundation.org |
The Carnegie Foundation for the Advancement of Teaching (CFAT) is a U.S.-based education policy and research center. It was founded by Andrew Carnegie in 1905 and chartered in 1906 by an act of the United States Congress. Among its most notable accomplishments are the development of the Teachers Insurance and Annuity Association (TIAA), the Flexner Report on medical education, the Carnegie Unit, the Educational Testing Service, and the Carnegie Classification of Institutions of Higher Education.
This article is part of a series on |
Education in the United States |
---|
Summary |
Issues |
Levels of education |
Educationportal United Statesportal |
The foundation was founded by Andrew Carnegie in 1905 and chartered in 1906 by an act of the United States Congress under the leadership of its first president, Henry Pritchett. The foundation credits Pritchett with broadening their mission to include work in education policy and standards. John W. Gardner became president in 1955 while also serving as president of the Carnegie Corporation of New York. He was followed by Alan Pifer whose most notable accomplishment was the 1967 establishment of a task force with Clark Kerr at its helm.
The foundation started the Graduate Record Examinations (GRE), initially as an experiment in 1936. [2] It was acquired by the Educational Testing Service in 1948. [2]
In 1979, the Carnegie Foundation for the Advancement of Teaching separated from the Carnegie Corporation and came into its own with Ernest L. Boyer as president. Under his leadership, the foundation moved to Princeton, New Jersey, where it remained until 1997 when then-president Lee Shulman relocated it to Stanford, California. [3]
The Carnegie Foundation for Advancement of Teaching promotes the use of improvement science as an approach to research that supports system reform. [4] Improvement Science is a set of approaches designed to facilitate innovation and implementation of new organizational practices. [5] Research scholar Catherine Langley's framework builds-off of W. Edwards Deming's plan-do-study-act cycle and couples it with three foundational questions:
Approaches may vary in design and structure, but are always rooted in research-practitioner partnerships. The Carnegie Foundation for the Advancement of Teaching outlines six principles for improvement: [6]
Carnegie researcher Paul LeMahieu and his colleagues have summarized these six principles as "three interdependent, overlapping, and highly recursive aspects of improvement work: problem definition, analysis and specification; iterative prototyping and testing...; and organizing as networks to...spread learning". [11] Professional learning communities (PLCs) are increasing in popularity in education to promote problem solving and often align with many of these design principles. Researcher Anthony Bryk sees PLCs as a place to begin applying these principles, but also notes that PLC success is often isolated by teams or within schools and remains heavily dependent on the individual educators involved. [12] A mechanism is needed to accumulate, detail, test, redesign knowledge in partnerships like PLCs so that it can be transformed and transferred as collective professional knowledge across diverse and complex settings.
Networked Improvement Communities are another form of Improvement Science. Douglas Engelbart originally coined the term "Network Improvement Community" in relation to his work in the software and engineering field as network of human and technical resources to enable the community to get better at getting better. [13] Anthony Bryk and his team have defined Networked Improvement Communities as social arrangements that involve individuals from many different contexts working together with a common interest in achieving common goals to surface and test new ideas across varied contexts to enhance design at scale. [14] Douglas Engelbart sees three levels of human and technical resources that need to work together: on the ground practitioners, organizational level structures and resources to support the data collection and analysis of practitioners, and inter-institutional resources to share, adapt, and expand on information learned across varied contexts. [13] In education, these communities are problem-centered and link academic research, clinical practice, and local expertise to focus on implementation and adaptation for context.
Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.
Henry Smith Pritchett was an American astronomer, university president and philanthropist.
A pedagogical pattern is the re-usable form of a solution to a problem or task in pedagogy, analogous to how a design pattern is the re-usable form of a solution to a design problem. Pedagogical patterns are used to document and share best practices of teaching. A network of interrelated pedagogical patterns is an example of a pattern language.
The Flexner Report is a book-length landmark report of medical education in the United States and Canada, written by Abraham Flexner and published in 1910 under the aegis of the Carnegie Foundation. Many aspects of the present-day American medical profession stem from the Flexner Report and its aftermath. The Flexner report has been criticized for introducing policies that encouraged systemic racism.
Abraham Flexner was an American educator, best known for his role in the 20th century reform of medical and higher education in the United States and Canada.
The Carnegie Corporation of New York is a philanthropic fund established by Andrew Carnegie in 1911 to support education programs across the United States, and later the world.
The scholarship of teaching and learning is often defined as systematic inquiry into student learning which advances the practice of teaching in higher education by making inquiry findings public. Building on this definition, Peter Felten identified 5 principles for good practice in SOTL: (1) inquiry focused on student learning, (2) grounded in context, (3) methodologically sound, (4) conducted in partnership with students, (5) appropriately public.
Lee S. Shulman is an American educational psychologist and reformer. He has made notable contributions to the study of teaching, assessment of teaching, and the fields of medicine, science, and mathematics.
Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small-scale investigations and projects, as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking and problem-solving skills.
A professional learning community (PLC) is a method to foster collaborative learning among colleagues within a particular work environment or field. It is often used in schools as a way to organize teachers into working groups of practice-based professional learning.
Engineering education research is the field of inquiry that creates knowledge which aims to define, inform, and improve the education of engineers. It achieves this through research on topics such as: epistemology, policy, assessment, pedagogy, diversity, amongst others, as they pertain to engineering.
Ernest LeRoy Boyer was an American educator who most notably served as Chancellor of the State University of New York, United States Commissioner of Education, and President of the Carnegie Foundation for the Advancement of Teaching. Boyer was recipient of numerous awards, including over 140 honorary doctorates.
Marcia C. Linn is a professor of development and cognition. Linn, specializes in education in mathematics, science, and technology in the Graduate School of Education at the University of California, Berkeley. Since 1970, Linn has made contributions to the understanding of the use of computers and technology to support learning and teaching in mathematics and science.
One of the most visible approaches to peer learning comes out of cognitive psychology, and is applied within a "mainstream" educational framework: "Peer learning is an educational practice in which students interact with other students to attain educational goals." Other authors including David Boud describe peer learning as a way of moving beyond independent to interdependent or mutual learning among peers. In this context, it can be compared to the practices that go by the name cooperative learning. However, other contemporary views on peer learning relax the constraints, and position "peer-to-peer learning" as a mode of "learning for everyone, by everyone, about almost anything." Whether it takes place in a formal or informal learning context, in small groups or online, peer learning manifests aspects of self-organization that are mostly absent from pedagogical models of teaching and learning.
Teacher leadership is a term used in K-12 schools for classroom educators who simultaneously take on administrative roles outside of their classrooms to assist in functions of the larger school system. Teacher leadership tasks may include but are not limited to: managing teaching, learning, and resource allocation. Teachers who engage in leadership roles are generally experienced and respected in their field which can both empower them and increase collaboration among peers.
The Technological Pedagogical Content Knowledge (TPACK) framework describes the kinds of knowledge required by teachers for the successful integration of technology in teaching. It suggests that teachers need to know about the intersections of technology, pedagogy, and content. Specifically, how these areas of knowledge interact and influence one another in unique and specific contexts. In terms of teaching with technology, it suggests that it impacts not only what we teach but how we teach. This idea was in the zeitgeist in the early 2000s, with scholars working on variations of the idea.
Anthony S. Bryk is an American educational researcher and served as the ninth president of the Carnegie Foundation for the Advancement of Teaching.
James W. Stigler is an American psychologist, researcher, entrepreneur and author. He is Distinguished Professor in the Department of Psychology at University of California, Los Angeles and a Fellow of the Precision Institute at National University, San Diego.
Learning Engineering is the systematic application of evidence-based principles and methods from educational technology and the learning sciences to create engaging and effective learning experiences, support the difficulties and challenges of learners as they learn, and come to better understand learners and learning. It emphasizes the use of a human-centered design approach in conjunction with analyses of rich data sets to iteratively develop and improve those designs to address specific learning needs, opportunities, and problems, often with the help of technology. Working with subject-matter and other experts, the Learning Engineer deftly combines knowledge, tools, and techniques from a variety of technical, pedagogical, empirical, and design-based disciplines to create effective and engaging learning experiences and environments and to evaluate the resulting outcomes. While doing so, the Learning Engineer strives to generate processes and theories that afford generalization of best practices, along with new tools and infrastructures that empower others to create their own learning designs based on those best practices.
Graduate Record Examination project was initiated in 1936 as a joint experiment in higher education by the graduate school deans of four eastern universities and the Carnegie Foundation for the Advancement of Teaching. [...] Until the Educational Testing Service was established in January, 1948, the Graduate Record Examination remained a project of the Carnegie Foundation.