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A House Built on Sand? Commentary on NCTQs Classroom Management Report


by Deborah L. Schussler & Lisa Johnson March 23, 2014

A recent National Council on Teacher Quality (NCTQ) report attempts to evaluate how well teacher education programs prepare graduates to manage classrooms effectively. Although the authors of the report attempt to use an empirically supported framework, what they label the Big Five, to systematically study a sample of teacher preparation programs, their framework and their study suffer from egregious assumptions and oversimplification. This commentary considers both the premise and the strategies of the NCTQ report and suggests our own Big Five in terms of misguided assumptions: relational irrelevance, dismissing context, distinguishing written versus enacted curriculum, focusing on what versus how, and ignoring systematic structures.


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Cite This Article as: Teachers College Record, Date Published: March 23, 2014
http://www.tcrecord.org ID Number: 17475, Date Accessed: 9/30/2014 7:56:22 PM

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About the Author
  • Deborah Schussler
    Penn State University
    E-mail Author
    DEBORAH SCHUSLER is an Associate Professor of Education at Penn State University.
  • Lisa Johnson
    Winthrop University
    E-mail Author
    LISA JOHNSON is Senior Associate to the Dean and Associate Professor at Winthrop University.
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