In today's world, Carnegie Foundation for the Advancement of Teaching has become increasingly relevant. Whether in the personal, professional or social sphere, Carnegie Foundation for the Advancement of Teaching has become a central element that sets the tone in various areas of our lives. Over time, the importance of Carnegie Foundation for the Advancement of Teaching has increased, generating debates, controversies and significant transformations. In this article, we will explore in depth the impact of Carnegie Foundation for the Advancement of Teaching on contemporary society, analyzing its implications, challenges and opportunities. Additionally, we will examine how Carnegie Foundation for the Advancement of Teaching has evolved over time, as well as its influence on multiple aspects of modern life.
Founded | 1905 |
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Founder | Andrew Carnegie |
Focus | Education |
Location |
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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 |
Expenses (2017) | $15,709,366 |
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.
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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. It was acquired by the Educational Testing Service in 1948.
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.
The Carnegie Foundation for Advancement of Teaching promotes the use of improvement science as an approach to research that supports system reform. Improvement Science is a set of approaches designed to facilitate innovation and implementation of new organizational practices. 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:
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". 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. 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. 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. 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. In education, these communities are problem-centered and link academic research, clinical practice, and local expertise to focus on implementation and adaptation for context.
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.