What Do Teaching Qualifications Mean in Urban Schools? A Mixed-Methods Study of Teacher Preparation and Qualification

Journal of Teacher Education

Volumn 64, Issue 1, 2013, Pages 75-89

  Eckert, Sarah Anne ^a  

^a NOTRE DAME OF MARYLAND UNIVERSITY   (United States)

Author keywords

highly qualified teacher; teacher efficacy; teacher preparation; teacher retention; urban teaching

Indexed keywords

EID: 84871359394     PISSN: 00224871     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022487112460279     Document Type: Article

References (68)

1. Achinstein B.,Ogawa R. T.,Speiglman A.Are we creating separate and unequal tracks of teachers? The effects of state policy, local conditions, and teacher characteristics on new teacher socialization.American Educational Research Journal. 2004;41 (3): 557-603.
2. Allgood W.,Rice J. K.Fiscal policy issues in urban education. Roelke C. F.Rice J. K., ed. Greenwich, CT: Information Age Publishing; 2002:155-180.
3. Anderson R.,Greene M.,Loewen P.Relationships among teachers' and students' thinking skills, sense of efficacy, and student achievement.Alberta Journal of Educational Research. 1988;34 (2): 148-165.
4. Armor D.,Conroy-Oseguera P.,Cox M.,King N.,McDonnell L.,Pascal A.,Zellman G.Analysis of the school preferred reading programs in selected Los Angeles minority schools. Santa Monica, CA: RAND; 1976:.
5. Ashton P. T.,Webb R. B.Making a difference: Teachers' sense of efficacy and student achievement. New York, NY: Longman; 1986:.
6. Boyd D.,Grossman P.,Ing M.,Lankford H.,Loeb S.,Wykoff J.The influence of school administrators on teacher retention decisions.American Educational Research Journal. 2010;20 (10): 1-31.
7. Boyd D.,Grossman P.,Lankford H.,Loeb S.,Wykoff J.How changes in entry requirements alter the teacher workforce and affect student achievement.Education Finance and Policy. 2006;1 (2): 176-219.
8. Boyd D.,Grossman P.,Lankford H.,Loeb S.,Wykoff J.Who leaves? Teacher attrition and student achievement. Albany, NY: Teacher Policy Research; 2007:.
9. Bruce C. D.,Esmonde I.,Ross J.,Dookie L.,Beatty R.The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement.Teaching and Teacher Education. 2010;26 (8): 1598-1608.
10. Buddin R.,Zamarro G.Teacher qualifications and student achievement in urban elementary schools.Journal of Urban Economics. 2009;66:103-115.
11. Burgess R. G.Field research: A sourcebook and field manual. London, England: Allen & Unwin; 1982:.
12. Burgess R. G.Experiencing comprehensive education: A study of Bishop McGregor School. New York, NY: Methuen; 1983:.
13. Chen C.-S.Documentation to the NCES Common Core of Data Local Education Universe Survey Preliminary File: School Year 2008-09. Washington, DC: Institute of Education Sciences, U.S. Department of Education; 2009:.
14. Chester M. D.,Beaudin B. Q.Efficacy beliefs of newly hired teachers in urban schools.American Educational Research Journal. 1996;33 (1): 233-257.
15. Clotfelter C. T.,Ladd H. F.,Vigdor J. L.Teacher credentials and student achievement in high school: A cross subject analysis with student fixed effects.Journal of Human Resources. 2010;45 (3): 655-681.
16. Cochran-Smith M.Studying teacher education: What we know and need to know.Journal of Teacher Education. 2005;55 (1): 3-7.
17. Constantine J.,Player D.,Silva T.,Hallgren K.,Grider M.,Deke J.An evaluation of teachers trained through different routes to certification, final report. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education; 2009:.
18. Darling-Hammond L.,Green J.Access to knowledge: An agenda for our nation's schools. Goodlad J.Keatings P., ed. New York, NY: College Entrance Examination Board; 1990:237-259.
19. Desimone L.,Long D. A.Teacher effects and the achievement gap: Do teacher and teaching quality influence the achievement gap between black and white and high- and low-SES students in the early grades?.Teachers College Record. 2010;112 (12): 3024-3073.
20. Duncan A.Teacher preparation: Reforming the uncertain profession. New York, NY: Teachers College, Columbia University; 2009:.
21. EarleyP. (2005). Standards alignment and government policy: Unresolved policy dilemmas. In After standards alignment (pp. 29-68). Amherst, MA: National Evaluation Systems. Retrieved from http://www.pearsonassessments.com/pai/ea/ES_Pub/ES_Publications.htm?ResourceId=es_pub_2005.
22. Ferguson R. F.,Ladd H. F.Holding schools accountable: Performance-based reform in education. Ladd H. F., ed. Washington, DC: The Brookings Institution; 1996:265-298.
23. FetlerM. (1999). High school staff characteristics and mathematics test results. Education Policy Analysis Archives, 7(9). Retrieved from http://epaa.asu.edu/ojs/article/view/544.
24. Freedman S. W.,Appleman D."In it for the long haul": How teacher education can contribute to teacher retention in high-poverty, urban schools.Journal of Teacher Education. 2009;60 (3): 323-337.
25. Gibson S.,Dembo M.Teacher efficacy: A construct validation.Journal of Educational Psychology. 1984;76 (4): 569-582.
26. Goddard R. D.,Hoy A. W.,Woolfolk Hoy A.Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions.Educational Researcher. 2004;37 (3): 3-13.
27. Goe L.The link between teacher quality and student outcomes: A research synthesis. Washington, DC: National Comprehensive Center for Teacher Quality; 2007:.
28. Gonzalez L.,Brown M. S.,Slate J. R.Teachers who left the teaching profession: A qualitative understanding.Qualitative Report. 2008;13 (1): 1-11.
29. Gordon R.,Kane T. J.,Staiger D. O.Identifying effective teachers using performance on the job. Washington, DC: Hamilton Project (Brookings Institution); 2006:.
30. Greenwood G. O.,Olejnik S. P.,Parkay F. W.Relationships between four teacher efficacy belief patterns and selected teacher characteristics.Journal of Research & Development in Education. 1990;23 (1): 102-106.
31. Gregory A.,Skiba R. J.,Noguera P.The achievement gap and the discipline gap: Two sides of the same coin.Educational Researcher. 2010;39 (1): 59-68.
32. Hanushek E. A.,Rivkin S. G.Constrained job matching: Does teacher job search harm disadvantaged urban schools?. Cambridge, MA: National Bureau of Economic Research; 2010:.
33. Hollins E.,Guzman M. T.Studying teacher education: The report of the AERA panel on research and teacher education. Cochran-Smith M.Zeichner K., ed. Mahwah, NJ: Lawrence Erlbaum; 2005:477-549.
34. Horng E. L.Teacher tradeoffs: Disentangling teachers' preferences for working conditions and student demographics.American Educational Research Journal. 2009;46 (3): 690-717.
35. Hoy A. W. Paper presented at the Annual meeting of the American Educational Research Association; 2000New Orleans, LA; 2000.
36. Ingersoll R. M.Teacher turnover and teacher shortages: An organizational analysis.American Educational Research Journal. 2001;38 (3): 499-534.
37. Ingersoll R. M.Why do high-poverty schools have difficulty staffing their classrooms with qualified teachers?. Washington, DC: Center for American Progress; 2004:.
38. Ivankova N. V.,Creswell J. W.,Stick S. L.Using mixed-methods sequential explanatory design: From theory to practice.Field Methods. 2006;18 (1): 3-20.
39. Jacob B. A.The challenge of staffing urban schools with effective teachers.Future of Children. 2007;17 (1): 129-153.
40. Knight S.,Wiseman D.Professional development for teachers of diverse students: A summary of the research.Journal of Education for Students Placed at Risk. 2005;10 (1): 23-37.
41. Lankford H.,Loeb S.,Wykoff J.Teacher sorting and the plight of urban schools: A descriptive analysis.Educational Evaluation and Policy Analysis. 2002;24 (1): 37-62.
42. Levin B.Enduring issues in urban education.Journal of Comparative Policy Analysis. 2009;11 (2): 181-195.
43. Levine A.Educating school teachers. Washington, DC: The Education Schools Project; 2006:.
44. Marszalek J. M.,Odom A. L.,LaNasa S. M.,Adler S. A.Distortion or clarification: Defining highly qualified teachers and the relationship between certification and achievement.Educational Policy Analysis Archives. 2010;18 (27): 1-29.
45. Maxwell J. A.Qualitative research design: An interactive approach. 2005). Qualitative research design: An interactive approach (Vol. 42, 2nd ed.). Thousand Oaks, CA: SAGE.Thousand Oaks, CA: SAGE; 2005:.
46. Milanowski A. T.,Longwell-Grice H.,Saffold F.,Jones J.,Schomisch K.,Odden A.Recruiting new teachers to urban school districts: What incentives will work?.International Journal of Education Policy and Leadership. 2009;4 (8): 1-13.
47. Murnane R. J.,Phillips B.Learning by doing, vintage, and selection: Three pieces of the puzzle relating teaching experience and teacher performance.Economics of Education Review. 1981;2 (4): 453-465.
48. No Child Left Behind Act of 2001, 20 U.S.C. $ 6319 (2009).
49. Noguera P.,Wells L.The politics of school reform: A broader and bolder approach for Newark.Berkley Review of Education. 2011;2 (1): 1-21.
50. Peske H. G.,Haycock K.Teaching inequality: How poor and minority students are shortchanged on teacher quality. Washington, DC: The Education Trust; 2006:.
51. Rabe-Hesketh S.,Skrondal A.,Pickles A.Maximum likelihood estimation of limited and discrete dependent variable models with nested random effects.Journal of Econometrics. 2005;128 (2): 301-323.
52. Ross J. A.Teacher efficacy and the effect of coaching on student achievement.Canadian Journal of Education. 1992;17 (1): 51-65.
53. Sass D.,Seal A. K.,Martin N. K.Predicting teacher retention using stress and support variables.Journal of Educational Administration. 2011;49 (2): 200-215.
54. Shidler L.The impact of time spent coaching for teacher efficacy on student achievement.Early Childhood Education Journal. 2009;36 (4): 453-460.
55. Skaalvik E. M.,Skaalvik S.Self-efficacy efficacy and teacher burnout: A study of relations.Teaching and Teacher Education. 2010;26 (4): 1059-1069.
56. Sleeter C. E.Preparing teachers for culturally diverse schools: Research on the overwhelming presence of whiteness.Journal of Teacher Education. 2001;52 (2): 94-106.
57. Talbert J. E.Teacher tracking: Exacerbating inequalities in the high school. Stanford, CA: Center for Research on the Context of Secondary Teaching, Stanford University; 1990:.
58. Talbert-Johnson C.Preparing highly qualified teacher candidates for urban schools: The importance of dispositions.Education and Urban Society. 2006;39 (1): 147-160.
59. Thernstrom S.,Thernstrom A.No excuses: Closing the racial gap in learning. New York, NY: Simon & Schuster; 2003:.
60. Tourkin S.,Thomas T.,Swaim N.,Cox S.,Parmer R.,Jackson B.,Cole C.Documentation for the 2007-08 Schools and Staffing Survey. Washington, DC: Institute for Education Sciences, U.S. Department of Education; 2010:.
61. Tremblay M. A.The key informant technique: A nonethnographic application.American Anthropologist. 1957;59 (4): 688-701.
62. Tschannen-Moran M.,Hoy A. W.Teacher efficacy: Capturing an elusive construct.Teaching and Teacher Education. 2001;17:783-805.
63. Tschannen-Moran M.,Hoy A. W.,Hoy W. K.Teacher efficacy: Its meaning and measure.Review of Educational Research. 1998;68 (2): 202-248.
64. No Child Left Behind Act of 2001: Qualifications for teachers and professionals. Washington, DC: Author; 2004:.
65. The secretary's fifth annual report on teacher quality: A highly qualified teacher in every classroom. Washington, DC: Author; 2006:.
66. Waddell J. H.Fostering relationships to increase teacher retention in urban schools.Journal of Curriculum and Instruction. 2010;4 (1): 70-85.
67. Watlington E. M.,Shockley R.,Guglielmino P.,Felsher R.The high cost of leaving: An analysis of the cost of teacher turnover.Journal of Education Finance. 2010;36 (1): 22-37.
68. Wilson S. M.,Floden R. E.,Ferrini-Mundy J.Teacher preparation research. Seattle, WA: Center for the Study of Teaching and Policy Center for the Study of Teaching and Policy, University of Washington; 2001:.