The politics of teacher quality

Phi Delta Kappan

Volumn 84, Issue 9, 2003, Pages 687-692

  Kaplan, Leslie S ^a   Owings, William A ^b  

^a Warwick High School   (United States)

^b OLD DOMINION UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0346464819     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170308400909     Document Type: Review

References (56)

1. Peter D. Hart and Robert M. Teeter, A National Priority: Americans Speak on Teacher Quality (Princeton, N.J.: Educational Testing Service, 2002), p. 9, available at www.ets.org; search on the title.
2. Julie Blair, "Teacher-Trainers Fear a Backfire from New ESEA," Education Week on the Web, 6 March 2002, p. 4.
3. Jeff Archer, "Research: Focusing in on Teachers," Education Week, 3 April 2002, pp. 36-39.
4. Kati Haycock, "Good Teaching Matters... A Lot," Thinking K-16, Summer 1998, pp. 3-14;
5. Linda Darling-Hammond, "Teacher Quality and Student Achievement: A Review of State Policy Evidence," Education Policy Analysis Archives, 1 January 2000, available at http://epaa.asu.edu/epaa/v8n1;
6. Leslie S. Kaplan and William A. Owings, Teacher Quality, Teaching Quality, and School Improvement (Bloomington, Ind.: Phi Delta Kappa Educational Foundation, 2002);
7. idem, "The Politics of Teacher Quality: Implications for Principals," NASSP Bulletin, December 2002, pp. 22-41;
8. idem, "Teacher Quality and Student Achievement: Recommendations for Principals," NASSP Bulletin, November 2001, pp. 64-73;
9. and Crover J. Whitehurst, "Scientifically Based Research on Teacher Quality: Research on Teacher Preparation and Professional Development," paper presented at White House Conference on PreparingTomorrow's Teachers, 5 March 2002, available at www.ed.gov/inits/preparingteachersconference/ whitehurst.html.
10. William Sanders and June Rivers, Cumulative and Residual Effects of Teachers on Future Student Academic Achievement (Knoxville: Value-Added Research and Assessment Center, University of Tennessee, November 1996).
11. Haycock, op. cit.
12. Kate Walsh, Teacher Certification Reconsidered: Stumbling for Quality (Baltimore: Abell Foundation, 2001), available at www.abell.org;
13. Darling-Hammond, op. cit.;
14. Haycock, op. cit.;
15. and Whitehurst, op. cit.
16. Julie Blair, "ETS Study Links Effective Teaching Methods to Test-Score Gains," Education Week, 25 October 2000, pp. 24-25;
17. Daniel D. Goldhaber and Dominic J. Brewer, "DoesTeacher Certification Matter? High School Teacher Certification Status and Student Achievement," Educational Evaluation and Policy Analysis, Summer 2000, pp. 129-45;
18. and Harold Wenglinsky, How Teaching Matters: Bringing the Classroom Back into Discussions of Teacher Quality (Princeton, N.J.: Milken Family Foundation and Educational Testing Service, October 2000).
19. Haycock, op. cit.
20. Barnett Berry, "No Shortcuts to Preparing Good Teachers," Educational Leadership, May 2001, pp. 32-36;
21. Suzanne M. Wilson et al., "Teacher Preparation Research: An Insider's View from the Outside," Journal of Teacher Education, vol. 53, 2002, pp. 190-204.
22. Marci Kanstoroom and Chester E. Finn, Jr., eds., Better Teachers, Better Schools (Washington, D.C.: Thomas B. Fordham Foundation, July 1999).
23. Archer, op. cit.;
24. Goldhaber and Brewer, op. cit.;
25. idem, "Evaluating the Evidence on Teacher Certification: A Rejoinder," Educational Evaluation and Policy Analysis, Spring 2001, pp. 70-86;
26. and Walsh, op. cit.
27. "NewTeacher Quality Studies: Putting Lipstick on a Pig," Bi-Monthly Bulletin: Progressive Policy Institute 21st-Century Schools Project, 3 September 2002, pp. 1-2.
28. Kirk A. Johnson, "The Effects of Advanced Teacher Training in Education on Student Achievement," Report of the Heritage Center for Data Analysis, No. 00-09, 14 September 2000, pp. 1-17;
29. and Walsh, op. cit.
30. Frederick M. Hess, "Advocacy in the Guise of Research: The Laczko-Kerr-Berliner Study of Teacher Certification," Bi-Monthly Bulletin: Progressive Policy Institute 21st-Century Schools Project, 3 September 2002, p. 2.
31. Walsh, p. iv.
32. Johnson, op. cit.;
33. and Dale Ballou and Michael Podgursky, "Teacher Training and Licensure: A Layman's Guide," in Kanstoroom and Finn, pp. 31-82.
34. Rod Paige, The Secretary's Annual Report on Teacher Quality: Meeting the Qualified Teacher Challenge (Washington, D.C.: U.S. Department of Education, 2002), p. 8, available at www.ed.gov/offices/OPE/News/teacherprep/index.html.
35. Linda Darling-Hammond, "The Research and Rhetoric on Teacher Certification: A Response to Teacher Certification Reconsidered,'" National Commission onTeaching and America's Future, 15 October 2001, available at www.nctaf.org.
36. Hess, p. 3.
37. Howard Gardner, "The Quality and Qualities of Educational Research," Education Week, 4 September 2002, p. 72.
38. Darling-Hammond, "Teacher Quality and Student Achievement," p. 27.
39. Edith Guyton and Elizabeth Farokhi, "Relationships Among Academic Performance, Basic Skills, and Subject-Matter Knowledge and Teaching Skills of Teacher Education Graduates," Journal of Teacher Education, September/October 1987, pp. 37-42.
40. Wenglinsky, p. 31.
41. David H. Monk and Jennifer A. King, "Multi-level Teacher Resource Effects in Pupil Performance in Secondary Mathematics and Science: The Case of Teacher Subject-Matter Preparation," in Ronald G. Ehrenberg, ed., Choices and Consequences: Contemporary Policy Issues in Education (Ithaca, N.Y.: ILR Press, 1994), pp. 29-58.
42. David H. Monk, "Subject-Matter Preparation of Secondary Mathematics and Science Teachers and Student Achievement," Economics of Education Review, vol. 13, 1994, pp. 125-45.
43. Johnson, op. cit.;
44. and Rob Greenwald, Larry V. Hedges, and Richard D. Laine, "The Effect of School Resources on Student Achievement," Review of Educational Research, vol. 66, 1996, pp. 361-96.
45. John Munro, "Learning More About Learning Improves Teacher Effectiveness," School Effectiveness and School Improvement, June 1999, pp. 151-71.
46. G. Williamson McDiarmid and Suzanne Wilson, "An Exploration of the Subject-Matter Knowledge of Alternative Route Teachers: Can We Assume They Know Their Subject?," Journal of Teacher Education, vol. 42, no. 3, 1991, pp. 32-35.
47. Paul E. Barton, Richard Coley, and Harold Wenglinsky, Order in the Classroom: Violence, Discipline, and Student Achievement (Princeton, N.J.: Educational Testing Service, 1998).
48. Linda Darling-Hammond and Deborah L. Ball, "Teaching for High Standards: What Policymakers Need to Know and Be Able to Do," paper prepared for the National Education Goals Panel, June 1997, p. 18.
49. Hess, p. 2.
50. Sandra Huang, Yi Yun, and Kali Haycock, Interpret with Caution: The First State Title II Reports on the Quality of Teacher Preparation (Washington, D.C.: Education Trust, June 2002), p. 1.
51. Ruth Mitchell and Patte Barth, "How Teacher Licensing Tests Fall Short," Thinking K-16, Spring 1999, p. 15, available at www.edtrust.org (under Reports and Publications, go to Not Good Enough).
52. Huang, Yun, and Haycock, p. 8.
53. Paige, p. 25.
54. Frederick M. Hess, "Tear Down This Wall: The Case for a Radical Overhaul of Teacher Certification," Progressive Policy Institute Policy Report, 27 November 2001, p. 8, available at www.ppionline.org.
55. Darling-Hammond and Ball, p. 11.
56. Laurie Lewis et al., Teacher Quality: A Report on the Preparation and Qualifications of Public School Teachers (Washington, D.C.: National Center for Education Statistics, January 1999), p. I-xxxviii, available at http://nces.ed.gov/pubs99/1999080.