Sorting out teacher quality

Phi Delta Kappan

Volumn 90, Issue 1, 2008, Pages 59-63

  Kennedy, Mary M ^a  

^a MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 54249109424     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170809000115     Document Type: Short Survey

References (13)

1. Examples include Drew H. Gitomer and Andrew S. Latham, "Generalizations in Teacher Education: Seductive and Misleading," Journal of Teacher Education, May/June 2000, pp. 215-20;
2. W. Timothy Weaver, America's Teacher Quality Problem (New York: Praeger, 1983);
3. and Sean P. Corcoran, William N. Evans, and Robert S. Schwab, "Changing Labor Market Opportunities for Women and the Quality of Teachers," American Economic Review, vol. 94, 2004, pp. 230-35.
4. See, for instance, Richard M. Ingersoll, "Understanding Supply and Demand Among Mathematics and Science Teachers," in Jack Rhoton and Patricia Shane, eds., Teaching Science in the 21st Century (Arlington, Va.: NSTA Press, 2006), pp. 197-211;
5. and Heather G. Peske and Kati Haycock, "Teaching Inequality: How Poor and Minority Students Are Shortchanged on Teacher Quality," Education Trust, Washington D.C., 2006.
6. Laura M. Desimone, Thomas M. Smith, and Koji Ueno, "Are Teachers Who Need Sustained, Content-Focused Professional Development Getting It? An Administrator's Dilemma," Educational Administration Quarterly, vol. 42, 2006, pp. 179-215;
7. and Thomas M. Smith, Laura M. Desimone, and Koji Ueno, "'Highly Qualified' to Do What? The Relationship Between NCLB Teacher Quality Mandates and the Use of Reform-Oriented Instruction in Middle School Mathematics," Educational Evaluation and Policy Analysis, vol. 27, 2005, pp. 75-109.
8. Larry V. Hedges, Richard D. Laine, and Rob Greenwald, "Does Money Matter? A Meta-Analysis of Studies of the Effects of Differential School Inputs on Student Outcomes," Educational Researcher, April 1994, pp. 5-14.
9. Natasha M. Speer, "Issues of Methods and Theory in the Study of Mathematics Teachers' Professed and Attributed Beliefs," Educational Studies in Mathematics, March 2005, pp. 361-91.
10. Virginia E. Causey, Christine D. Thomas, and Beverly J. Armeto, "Cultural Diversity Is Basically a Foreign Term to Me: The Challenges of Diversity for Preservice Teacher Education," Teaching and Teacher Education, January 2000, pp. 33-45.
11. Sara E. Rimm-Kauffman and Brooke E. Sawyer, "Primary-Grade Teachers' Self-Efficacy Beliefs, Attitudes Toward Teaching, and Discipline and Teaching Practice Priorities in Relation to the Responsive Classroom Approach," Elementary School Journal, March 2004, pp. 321-41.
12. Linda Darling-Hammond and John D. Bransford, eds., Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do (San Francisco: Wiley, 2005).
13. Gary D Fenstermacher and Virginia Richardson, "On Making Determinations of Quality in Teaching," Teachers College Record, January 2005, pp. 186-213.