The search for highly qualified teachers

Phi Delta Kappan

Volumn 85, Issue 9, 2004, Pages 684-689

  Berry, Barnett ^a   Hoke, Mandy ^a   Hirsch, Eric ^a  

^a Teaching Quality Inc ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 2542571764     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170408500909     Document Type: Review

References (29)

1. Ronald F. Ferguson, "Paying for Public Education: New Evidence on How and Why Money Matters," Harvard Journal on Legislation, vol. 28, 1991, pp. 465-98; Daniel D. Goldhaber and Dominic J. Brewer, "Evaluating the Effect of Teacher Degree Level on Educational Performance," in William J. Fowler, ed., Developments in School Finance (Washington, D.C.: National Center for Education Statistics, U.S. Department of Education, 1996), pp. 197-210; Eric A. Hanushek, School Resources and Achievement in Maryland (Baltimore: Maryland State Department of Education, 1996); Richard J. Murnane, "Understanding the Sources of Teaching Competence: Choices, Skills, and the Limits of Training," Teachers College Record, vol. 84, 1983, pp. 564-89; and William L. Sanders and June C. Rivers, Cumulative and Residual Effects of Teachers on Future Student Academic Achievement (Knoxville: Value-Added Research and Assessment Center, University of Tennessee, 1996).
2. Ronald F. Ferguson, "Paying for Public Education: New Evidence on How and Why Money Matters," Harvard Journal on Legislation, vol. 28, 1991, pp. 465-98; Daniel D. Goldhaber and Dominic J. Brewer, "Evaluating the Effect of Teacher Degree Level on Educational Performance," in William J. Fowler, ed., Developments in School Finance (Washington, D.C.: National Center for Education Statistics, U.S. Department of Education, 1996), pp. 197-210; Eric A. Hanushek, School Resources and Achievement in Maryland (Baltimore: Maryland State Department of Education, 1996); Richard J. Murnane, "Understanding the Sources of Teaching Competence: Choices, Skills, and the Limits of Training," Teachers College Record, vol. 84, 1983, pp. 564-89; and William L. Sanders and June C. Rivers, Cumulative and Residual Effects of Teachers on Future Student Academic Achievement (Knoxville: Value-Added Research and Assessment Center, University of Tennessee, 1996).
3. Ronald F. Ferguson, "Paying for Public Education: New Evidence on How and Why Money Matters," Harvard Journal on Legislation, vol. 28, 1991, pp. 465-98; Daniel D. Goldhaber and Dominic J. Brewer, "Evaluating the Effect of Teacher Degree Level on Educational Performance," in William J. Fowler, ed., Developments in School Finance (Washington, D.C.: National Center for Education Statistics, U.S. Department of Education, 1996), pp. 197-210; Eric A. Hanushek, School Resources and Achievement in Maryland (Baltimore: Maryland State Department of Education, 1996); Richard J. Murnane, "Understanding the Sources of Teaching Competence: Choices, Skills, and the Limits of Training," Teachers College Record, vol. 84, 1983, pp. 564-89; and William L. Sanders and June C. Rivers, Cumulative and Residual Effects of Teachers on Future Student Academic Achievement (Knoxville: Value-Added Research and Assessment Center, University of Tennessee, 1996).
4. Ronald F. Ferguson, "Paying for Public Education: New Evidence on How and Why Money Matters," Harvard Journal on Legislation, vol. 28, 1991, pp. 465-98; Daniel D. Goldhaber and Dominic J. Brewer, "Evaluating the Effect of Teacher Degree Level on Educational Performance," in William J. Fowler, ed., Developments in School Finance (Washington, D.C.: National Center for Education Statistics, U.S. Department of Education, 1996), pp. 197-210; Eric A. Hanushek, School Resources and Achievement in Maryland (Baltimore: Maryland State Department of Education, 1996); Richard J. Murnane, "Understanding the Sources of Teaching Competence: Choices, Skills, and the Limits of Training," Teachers College Record, vol. 84, 1983, pp. 564-89; and William L. Sanders and June C. Rivers, Cumulative and Residual Effects of Teachers on Future Student Academic Achievement (Knoxville: Value-Added Research and Assessment Center, University of Tennessee, 1996).
5. Ronald F. Ferguson, "Paying for Public Education: New Evidence on How and Why Money Matters," Harvard Journal on Legislation, vol. 28, 1991, pp. 465-98; Daniel D. Goldhaber and Dominic J. Brewer, "Evaluating the Effect of Teacher Degree Level on Educational Performance," in William J. Fowler, ed., Developments in School Finance (Washington, D.C.: National Center for Education Statistics, U.S. Department of Education, 1996), pp. 197-210; Eric A. Hanushek, School Resources and Achievement in Maryland (Baltimore: Maryland State Department of Education, 1996); Richard J. Murnane, "Understanding the Sources of Teaching Competence: Choices, Skills, and the Limits of Training," Teachers College Record, vol. 84, 1983, pp. 564-89; and William L. Sanders and June C. Rivers, Cumulative and Residual Effects of Teachers on Future Student Academic Achievement (Knoxville: Value-Added Research and Assessment Center, University of Tennessee, 1996).
6. Jeff Archer, "Research: Focusing in on Teachers," Education Week, 3 April 2002, pp. 36-39.
7. Marilyn Cochran-Smith and Mary K. Fries, "Sticks, Stones, and Ideology: The Discourse of Reform in Teacher Education," Educational Researcher, November 2001, pp. 3-13.
8. Lee Shulman, "Knowledge and Teaching: Foundations of the New Reform," Harvard Educational Review, February 1987, pp. 1-22; John D. Bransford, Ann L. Brown, and Rodney R. Cocking, eds., How People Learn: Brain, Mind, Experience, and School (Washington, D.C.: National Academy Press, 1999); and Megan L. Franke et al., "Understanding Teachers' Self-Sustaining, Generative Change in the Context of Professional Development," Teaching and Teacher Education, January 1998, pp. 67-80.
9. Lee Shulman, "Knowledge and Teaching: Foundations of the New Reform," Harvard Educational Review, February 1987, pp. 1-22; John D. Bransford, Ann L. Brown, and Rodney R. Cocking, eds., How People Learn: Brain, Mind, Experience, and School (Washington, D.C.: National Academy Press, 1999); and Megan L. Franke et al., "Understanding Teachers' Self-Sustaining, Generative Change in the Context of Professional Development," Teaching and Teacher Education, January 1998, pp. 67-80.
10. Lee Shulman, "Knowledge and Teaching: Foundations of the New Reform," Harvard Educational Review, February 1987, pp. 1-22; John D. Bransford, Ann L. Brown, and Rodney R. Cocking, eds., How People Learn: Brain, Mind, Experience, and School (Washington, D.C.: National Academy Press, 1999); and Megan L. Franke et al., "Understanding Teachers' Self-Sustaining, Generative Change in the Context of Professional Development," Teaching and Teacher Education, January 1998, pp. 67-80.
11. Chester Finn, Marci Kanstoroom, and Michael Petrilli, The Quest for Better Teachers: Grading the States (Washington, D.C.: Thomas Fordham Foundation, 1999).
12. What Matters Most: Teaching for America's Future (New York: National Commission on Teaching and America's Future, 1996); Richard M. Ingersoll, Out-of-Field Teaching, Educational Inequality, and the Organization of Schools: An Exploratory Analysis (Seattle: Center for the Study of Teaching and Policy, R-02-1, January 2002); Patrick M. Shields et al., The Status of the Teaching Profession 2001 (Santa Cruz, Calif.: Center for the Future of Teaching and Learning, 2001).
13. What Matters Most: Teaching for America's Future (New York: National Commission on Teaching and America's Future, 1996); Richard M. Ingersoll, Out-of-Field Teaching, Educational Inequality, and the Organization of Schools: An Exploratory Analysis (Seattle: Center for the Study of Teaching and Policy, R-02-1, January 2002); Patrick M. Shields et al., The Status of the Teaching Profession 2001 (Santa Cruz, Calif.: Center for the Future of Teaching and Learning, 2001).
14. What Matters Most: Teaching for America's Future (New York: National Commission on Teaching and America's Future, 1996); Richard M. Ingersoll, Out-of-Field Teaching, Educational Inequality, and the Organization of Schools: An Exploratory Analysis (Seattle: Center for the Study of Teaching and Policy, R-02-1, January 2002); Patrick M. Shields et al., The Status of the Teaching Profession 2001 (Santa Cruz, Calif.: Center for the Future of Teaching and Learning, 2001).
15. Meeting the Highly Qualified Teachers Challenge: The Secretary's Second Annual Report on Teacher Quality (Washington, D.C.: Office of Postsecondary Education, U.S. Department of Education, July 2003).
16. Bransford, Brown, and Cocking, op. cit.; Linda Darling-Hammond and Peter Youngs, "Defining 'Highly Qualified Teachers': What Does 'Scientifically Based Research'Tell Us?," Educational Researcher, December 2002, pp.13-25; and Lee S. Shulman, "Taking Learning Seriously," Change, July/August 1999, pp. 10-17.
17. Bransford, Brown, and Cocking, op. cit.; Linda Darling-Hammond and Peter Youngs, "Defining 'Highly Qualified Teachers': What Does 'Scientifically Based Research'Tell Us?," Educational Researcher, December 2002, pp.13-25; and Lee S. Shulman, "Taking Learning Seriously," Change, July/August 1999, pp. 10-17.
18. Bransford, Brown, and Cocking, op. cit.; Linda Darling-Hammond and Peter Youngs, "Defining 'Highly Qualified Teachers': What Does 'Scientifically Based Research'Tell Us?," Educational Researcher, December 2002, pp.13-25; and Lee S. Shulman, "Taking Learning Seriously," Change, July/August 1999, pp. 10-17.
19. No Dream Denied: A Pledge to America's Children (New York: National Commission on Teaching and America's Future, 2003).
20. Improving Teacher Quality State Grants: Title II, Part A, Non-Regulatory Guidance (Washington, D.C.: U.S. Department of Education, 2002).
21. Julie Blair, "Essays on New Teachers' Test to Be Graded by Computers," Education Week, 3 September 2003, p. 11.
22. In Need of Improvement: Ten Ways the U.S. Department of Education Has Failed to Live Up To Its Teacher Quality Commitments (Washington D.C.: Education Trust, 2003).
23. Ibid, p. 7.
24. Suzanne Wilson, Linda Darling-Hammond, and Barnett Berry, A Case of Successful Teaching Policy: Connecticut's Long-Term Efforts to Improve Teaching and Learning (Seattle: Center for the Study of Teaching and Policy, 2000).
25. F. Howard Nelson, Rachel Drown, and Jewell C. Could, Survey and Analysis of Teacher Salary Trends 2007 (Washington, D.C.: American Federation of Teachers, 2002).
26. Demanding Quality Public Education in Tough Economic Times: What Voters Want from Elected Leaders (Washington, D.C.: Public Education Network and Education Week, February 2003).
27. Richard M. Ingersoll, "Teacher Turnover and Teacher Shortages: An Organizational Analysis," American Educational Research Journal, Fall 2001, pp. 499-534.
28. Anthony S. Bryk and Barbara L. Schneider, Trust in Schools: A Core Resource for Improvement (New York: Russell Sage Foundation, 2002).
29. Charles Clotfelter et al., "Do School Accountability Systems Make it More Difficult for Low-Performing Schools to Attract and Retain High-Quality Teachers?," Journal of Policy Analysis and Management, Spring 2004, in press.