Teacher preparation research: An insider's view from the outside

Journal of Teacher Education

Volumn 53, Issue 3, 2002, Pages 190-204

  Wilson, Suzanne M ^a   Floden, Robert E ^a   Ferrini Mundy, Joan ^a  

^a MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036331988     PISSN: 00224871     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022487102053003002     Document Type: Review

References (52)

1. Beginning science teacher cognition and its origins in the preservice science teacher program
2. Prospective elementary teachers' mathematics subject matter knowledge: The real number system
3. Differences between graduates of 4-year and 5-year teacher preparation programs
4. The mathematical understandings that prospective teachers bring to teacher education
5. Prospective elementary and secondary teachers' understanding of division
6. Alternative certification: A comment
7. Reforming teacher preparation and licensing: What is the evidence?
8. Learning to teach hard mathematics: Do novice teachers and their instructors give up too easily?
9. Reforming teacher preparation and licensing: Debating the evidence
10. Teacher quality and student achievement: A review of state policy evidence
11. High school staff characteristics and mathematics test results
12. The impact of subject matter and education coursework on teaching performance
13. Transforming future teachers' ideas about writing instruction
14. Preservice biology teachers' knowledge structures as a function of professional teacher education: A year-long assessment
15. Does teacher certification matter? High school teacher certification status and student achievement
16. Preservice teachers' misconceptions in solving verbal problems in multiplication and division
17. Partners in professionalism: Creating a quality field experience for preservice teachers
18. Learning to teach without teacher education
19. Unacknowledged knowledge growth: A re-examination of the effects of teacher education
20. Transitions into teaching: Learning to teach writing in teacher education and beyond
21. Relationships among academic performance, basic skills, subject matter knowledge, and teaching skills of teacher education graduates
22. Comparison of teaching attitudes, teacher efficacy, and teacher performance of first year teachers prepared by alternative and traditional teacher education programs
23. Certification: It does matter
24. Prior beliefs and cognitive change in learning to teach
25. Problems of traditionally prepared and alternatively certified first-year teachers
26. Characteristics, attitudes, and performance of alternative certification interns
27. College-based teacher education versus state-sponsored alternative programs
28. Helping preservice teachers inquire about caregivers: A critical experience for field-based courses
29. Alternative teacher certification: Its policy implications for classroom and personnel practice
30. An exploration of the subject matter knowledge of alternate route teachers: Can we assume they know their subject?
31. Alternatives to field-based experiences: The comparative effects of on-campus laboratories
32. A comparison of alternatively and traditionally prepared teachers
33. Subject area preparation of secondary mathematics and science teachers and student achievement
34. Political system theory as an explanatory paradigm for teacher education reform
35. Using research on employees' performance to study the effects of teachers on students' achievement
36. Regularly and alternatively credentialed beginning teachers: Comparison and contrast of their development
37. The effects of content-specific seminars on student teachers' effectiveness
38. The instructional decisions of preservice teachers during a reading practicum
39. Has alternative certification policy materialized its promise? A comparison between traditionally and alternatively certified teachers in public schools
40. Alternative certification, minority teachers, and urban education
41. The impact of alternative certification on the elementary and secondary public teaching force
42. Prospective elementary teachers' knowledge of division
43. Los Angeles unified school district intern program: Recruiting and preparing teachers for an urban context
44. Reconstructing elementary teacher candidates' understanding of mathematics and science content
45. Preservice teachers' explicit beliefs about multiplication and division
46. Teaching before and after professional preparation: The story of a high school mathematics teacher
47. An evaluation of the field experiences of the innovative model for the preparation of elementary teachers for science, mathematics, and technology
48. One preservice secondary teacher's understanding of function: The impact of a course integrating mathematical content and pedagogy
49. Peering at history through different lenses
50. Alternate routes to teaching: Three alternative approaches