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  3. Virtually unknown a decade ago, big online teacher education programs now dwarf their traditional competitors, outstripping (超过)

Virtually unknown a decade ago, big online teacher education programs now dwarf their traditional competitors, outstripping (超过)

admin2015-03-28  70
问题     Virtually unknown a decade ago, big online teacher education programs now dwarf their traditional competitors, outstripping (超过) even the largest state university teachers’ colleges.
    A USA TODAY analysis of newly released U.S. Department of Education data finds that four big universities, operating mostly online, have quickly become the largest education schools in the USA. Last year the four — three of which are for-profit — awarded one in 16 bachelor’s degrees and post-graduate awards and nearly one in 11 advanced education awards, including master’s degrees and doctorates.
    A decade ago, the for-profit University of Phoenix awarded 72 education degrees to teachers, administrators and other school personnel through its online program, according to federal data. Last year, it awarded nearly 6,000 degrees, more than any other university.
    Traditional colleges still produce most of the bachelor’s degrees in teaching — ASU topped the list with 979 bachelor’s degrees in 2011. But online schools such as Phoenix and Walden University awarded thousands more master’s degrees than even the top traditional schools, all of which are pushing to offer online coursework.
    "We shouldn’t be surprised because the whole industry is moving in that direction," said Robert Pianta, dean of the University of Virginia’s Curry School of Education. "The thing I would be interested in knowing is the degree to which they are simply pushing these things out in order to generate dollars or whether there’s some real innovation in there."
    For-profit universities have been the subject of intense scrutiny in Congress. Tom Harkin, D-Iowa, who chairs the Senate Health, Education, Labor and Pensions Committee, last week released findings from a two-year investigation showing that they cost more than comparable not-for-profit schools and have higher dropout rates. For-profits, the investigation found, enroll about 10% of U.S. college students but account for nearly 50% of student loan defaults.
    Online education schools, many of which have open-enrollment policies similar to community colleges, say their offerings are high quality.
    Janet Williams, interim associate dean for educator licensure programs at Walden’s Richard W Riley College of Education & Leadership, said her student-teachers must undergo a full semester in a real-live K-12 school as a "demonstration teacher," paired with a master teacher and supervisor in the school district.
    Meredith Curley, dean of the University of Phoenix College of Education, said many students are returning to complete their education after starting families and changing careers. Their average age is 33, she said, and many work while they attend classes. Becky Lodewyck, Phoenix’s associate dean, said teaching candidates must complete at least 100 hours of field experience. She said online classes are "incredibly dynamic" and have the potential to hold students more accountable than face-to-face classes. "You can’t hide," she said. "Everyone participates — everyone has to be fully engaged in the work."
According to Becky Lodewyck, students in online classes______.
选项 A、have changed careers before their education
B、complete at least 100 hours of field experience
C、have a stronger sense of responsibility
D、have to devote themselves to their studies
答案D
解析 第9段第3句至末句均为凤凰城大学的副主任贝基.洛德韦克的观点，其中末句提到：她说，“每个参与者都必须全身心投入到学习中。”D)是对本段末句has to be fully engaged in the work的同义转述，故为答案。A)是利用首句中提到的changing careers设置的干扰，文中说的是Meredith Curley提到许多学生都是在更换了职业后重新回来完成他们的学业的，因此不能说网络学校的学生都是这样的，并且Becky Lodewyck的观点，故排除A)。第3句说，那些申请教育岗位的人必须拥有至少l00个小时的实践经验，因此也不能说网络学校的学生都是这样的，故排除B)。第4句说的是，网络课堂比现实课堂更有可能使学生具有责任心，而不是说网络课堂的学生本身就有强烈的责任心，故C)也与原文不符，予以排除。
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