ing, higher education organizations, governments at all levels, and the private sector would become more engaged partners in efforts to improve teacher education in science, mathematics, and technology. Professional disciplinary societies also would work together to align their own policies and recommendations on teacher education.
Universities whose primary mission includes education research would set as a priority the development and execution of studies that focus on ways to improve teaching and learning for people of all ages (e.g., AAU Presidents’ Resolution on Teacher Education, 1999; NRC, 1999f). Government agencies would also set this priority. New research that focuses broadly on synthesizing data across studies and linking it to school practice in a wide variety of school settings would be especially helpful to the improvement of teacher education and professional development for both prospective and experienced teachers.
Concomitant with such collaboration would be the development of a culture of education that recognizes all of these partners as having equal voices at the table. All partners would be equally responsible for the leadership required to prepare future educators and improve the knowledge base and skills of all practicing teachers in both the K-12 and higher education sectors.