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Articles
by James Jupp, Alisa Leckie, Nolan Cabrera & Jamie Utt — 2019
This article reviews 25 years of race-evasive White teacher identity studies between 1990 and 2015. Using the framework of colorblind racism and the method of the synoptic text, this review historicizes and synthesizes White teacher identity studies’ race-evasive dimension.

by Larissa Gaias, Manuela Jimenez, Tashia Abry, Kristen Granger & Michelle Taylor — 2018
This two-phase mixed methods study quantitatively analyzes whether the misalignment between kindergarten teachers’ ideal and actual instructional priorities impacts their job satisfaction. Authors then explore factors that may contribute to job satisfaction even for highly misaligned teachers.

by Richard Lambert, Christopher McCarthy, Paul Fitchett & Maytal Eyal — 2018
This study examined how elementary teacher appraisals of their classroom environment contribute to their risk for stress in the context of individual, classroom, and school characteristics, as well as state-level policy factors. Further, this study looked at how these factors are associated with teachers’ occupational stress, burnout, and commitment to teaching.

by Brady Jones — 2018
This article explores the role of personality in teacher retention using a rich set of quantitative and qualitative measures. The author finds that despite stereotypes of American teachers as unambitious, a “special kind of ambition," self-promotion coupled with a commitment to others, predicts a long-term commitment to the occupation.

by Kathryn Strom, Adrian Martin & Ana María Villegas — 2018
This review of empirical research draws on complexity theory to examine the multidimensional influences that work together to shape the practices of first-year teachers.

by April Salerno & Amanda Kibler — 2018
This study uses the lens of figured worlds (individual, culturally based systems for meaning-making) to understand how English pre-service teachers build relationships with challenging students during four semesters of methods courses and field placements.

by Kristy Stein, Andrew Miness & Tara Kintz — 2018
The authors use cognitive flexibility theory to theoretically and empirically explore the relationship between how high school teachers understand student engagement and their ability to consistently engage students in class.

by Holland Banse, Timothy Curby, Natalia Palacios & Sara Rimm-Kaufman — 2018
This study examines relations between fifth-grade teachers’ use of general teaching practices, such as emotional support, and mathematics-specific practices, such facilitating mathematical discourse, over the course of a school year.

by Susan Moore Johnson, Stefanie Reinhorn & Nicole Simon — 2018
This qualitative study focuses on successful high-poverty urban schools that relied on teams as a central mechanism for school improvement.

by Amanda Datnow, Bailey Choi, Vicki Park & Elise St. John — 2018
This article examines how teachers talk about student ability and achievement in the era of data-driven decision making and how their talk is shaped by the context in which they work.

by Yvonne Goddard & Minjung Kim — 2018
This study analyzes a statistically significant positive effect of teacher collaboration on teachers’ reported differentiated instruction use and in turn the influence of differentiated instruction on teachers’ sense of efficacy.

by Juliet Wahleithner — 2018
This study uses five case studies to examine high school English teachers’ instruction of writing while taking into account their preparation for teaching writing, the instructional policies in place, and the learners in their classrooms.

by Judy Randi — 2017
This article examines the dynamic relationship between teaching and learning in two case studies that explore how teachers develop students’ capacity to adapt to the learning environment and how students’ own self-regulated learning, in turn, contributes to and enables adaptive teaching.

by Gary Natriello & Karen Zumwalt — 2017
An Introduction to the Yearbook

by Gary Natriello — 2017
To provide context this article considers the policy environment that led to the reform of college-based teacher education and the introduction of an alternate route program in New Jersey in the 1980s.

by Karen Zumwalt, Gary Natriello, Judy Randi, Alison Rutter & Richard Sawyer — 2017
Using survey data, this article reviews findings about the recruitment, preparation, placement, and retention of 315 elementary, secondary English, and secondary math teachers prepared to enter New Jersey public schools in fall 1987.

by Karen Zumwalt, Judy Randi, Alison Rutter & Richard Sawyer — 2017
This longitudinal study follows 25 exemplar elementary, secondary English, and secondary math teachers prepared in New Jersey’s alternate route program (AR) or college-based programs (CB) for 11 years.

by Judy Randi & Karen Zumwalt — 2017
Drawing on interviews, this article explores the motivations of the 25 exemplar elementary, secondary English, and secondary math teachers at the time they chose to enter teaching either through New Jersey’s alternate route (AR) program or college-based (CB) programs in the state.

by Judy Randi — 2017
This article describes and compares the preparation experiences of the 25 exemplar elementary, secondary English, and secondary math teachers entering teaching through college-based (CB) programs or the New Jersey Teacher Education Project, one of the nation’s first alternative routes (AR) to certification. The article then follows these teachers into their first experience “on the other side of the desk.”

by Judy Randi — 2017
Using multiple waves of data, this article follows the 25 exemplar elementary, secondary English, and secondary math teachers prepared in New Jersey’s alternate route (AR) program or college-based (CB) programs through their 11th year of teaching.

by Richard Sawyer — 2017
This article examines 24 teachers’ perceptions of their curriculum and curricular choices over their first 11 years of teaching.

by Alison Rutter — 2017
This article explores the individual and institutional professional choices related to the teacher development of the 19 exemplar elementary, secondary English, and secondary math teachers who were still teaching 10-plus years after they entered teaching either through New Jersey’s alternate route (AR) program or college-based (CB) programs in the state.

by Karen Zumwalt, Gary Natriello, Judy Randi, Alison Rutter & Richard Sawyer — 2017
Taking stock, this article explores emerging themes common to the literature on alternate routes and unique contributions of this volume in relation to the recruitment, preparation, placement, and retention of teachers prepared in college-based and alternate route programs.

by Alice Ginsberg, Marybeth Gasman & Andrés Samayoa — 2017
This article explores the contributions of minority serving institutions to the production of teachers of color. The authors lay the groundwork for research in this area and put forth an agenda for future research.

by Yongmei Ni — 2017
This study compares the organizational and professional commitment of teachers in charter schools and traditional public schools and explores how these differences are associated with teacher characteristics, school contextual factors, and working conditions in the two types of schools.

by Katrina Bulkley & Jessica Gottlieb — 2017
In this article, the authors examine how those with influence in educational policy construct the idea of “teachers” and groups associated with teachers through implicit “policy images,” and how those images are reflected in policy prescriptions and policy designs.

by Chris Curran — 2017
This study estimates the impact of the use of Teach for America by a school district on teacher vacancies reported by the district.

by Jessica Thompson, Sara Hagenah, Hosun Kang, David Stroupe, Melissa Braaten, Carolyn Colley & Mark Windschitl — 2016
Maintaining rigorous and equitable classroom discourse is a worthy goal, yet there is no clear consensus of how this actually works in a classroom. This mixed-method study examines differences in discourse within and across classroom episodes (warm-ups, small group conversations, whole group conversation, etc.) that elevate, or fail to elevate, students’ explanatory rigor in equitable ways.

by Laura Desimone, Eric Hochberg & Jennifer McMaken — 2016
Do teacher knowledge and instructional quality grow in the first two years of teaching? Are they related to each other? The authors examine these questions with a sample of 45 middle school math teachers in their first two years of teaching, from 11 districts in four states.

by Francesca López — 2016
This study examines the relationship between teacher-reported culturally responsive beliefs and behaviors and grade 3–5 Latino students’ reading outcomes.

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Recent Posts
 
Book Reviews
by Peggy Daly Pizzo, Teresa Gonczy O'Rourke, & Ed Greene
reviwed by Amy Corp — 2018

by Alison L. Bailey & Margaret Heritage
reviwed by Lottie Baker — 2018

by Shelley Wong, Elaisa Sánchez Gosnell, Anne Marie Foerster Luu, & Lori Dodson (Eds.)
reviwed by Bruce Collet — 2018

by Patricia Shehan Campbell
reviwed by Diana Erchick — 2018

by Christine M. Cunningham
reviwed by Melissa Parks — 2018

by Colin Baker & Wayne E. Wright
reviwed by Deborah Palmer & Kimberly Strong — 2018

by Robin J. Fogarty, Gene M. Kerns, & Brian M. Pete
reviwed by Brady Jones — 2018

by Don Haviland, Anna M. Ortiz, & Laura Henriques
reviwed by Lindsey Dippold — 2018

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Resources
  • Teacher Quality
    Overall, the chapters in this edited volume provide the reader with a portrait of a good teacher and good teaching methods and encourage districts to set high standards for teachers, to develop strong accountability systems for measuring performance, to reward those who perform and frown on those who do not.
  • Innovations in Education and Teaching International
    The content of IETI includes a range of perspectives, and important contributions on new developments in educational technology.
  • Center for the Study of Teaching and Policy
    CTP is one of 12 national research centers funded by the Department of Education. It functions as a consortium, drawing together researchers from five universities—Teachers College/Columbia, Stanford University, the University of Michigan, the University of Pennsylvania and the University of Washington (lead institution). CTP tracks the enactment and effects of policies aimed at the improvement of teaching in various contexts and at multiple levels of the system, identifying ways these policies support, stimulate, impede, or otherwise affect the quality of teaching and learning in U.S. elementary and secondary schools.
  • Improving Teacher Evaluation to Improve Teaching Quality
    Reforming teacher evaluation holds promise as a strategy to improve instruction and raise student achievement.
  • Oxford Review of Education
    The object of the Oxford Review of Education is to advance the study of education. It especially wishes to promote the elaboration and evaluation of a body of speculative and empirical theory, the development of which might improve educational practice.
  • The National Commission on Teaching & America's Future (NCTAF)
    The National Commission on Teaching & America's Future (NCTAF) is a nonpartisan and nonprofit group dedicated to improving the quality of teaching nationwide as a means of meeting America's educational challenges.
  • Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality
    Examines the appropriateness and technical quality of teacher licensure tests currently in use, evaluates the merits of using licensure test results to hold states and institutions of higher education accountable for the quality of teacher preparation and licensure, and suggests alternatives for developing and assessing beginning teacher competence.
  • Asia-Pacific Journal of Teacher Education
    The Asia-Pacific Journal of Teacher Education is an international medium for educators with an interest in the pre-service and continuing education of teachers.
  • The Consortium for Policy Research in Education
    The Consortium for Policy Research in Education (CPRE) unites researchers from five of the nation's leading universities to improve elementary and secondary education through research on policy, finance, school reform, and school governance.
  • Teacher Test Accountability: From Alabama to Massachusetts
    The purpose of this article is to highlight some of the psychometric results reported by National Evaluation Systems (NES) in their 1999 Massachusetts Educator Certification Test (MECT) Technical Report, and more specifically, to identify those technical characteristics of the MECT that are inconsistent with the Standards. A second purpose of this article is to call for the establishment of a standing test auditing organization with investigation and sanctioning power.
  • Educational Evaluation and Policy Analysis (EEPA)
    Published by the American Educational Research Association, the EEPA focuses on educational evaluation, educational policy analysis, and the relationship between the two activities.
  • The National Center for Restructuring Education, Schools, and Teaching
    NCREST, established at Teachers College in 1990, supports restructuring efforts by documenting successful initiatives, creating reform networks to share new research findings with practitioners, and linking policy to practice.
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