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Teaching >> Teaching Profession

by Allan Luke - 2004
A critique of current educational policies effects on teaching and teacher education, focusing on the redefinition of teaching in new economic and cultural conditions.

by Lesley Rex & Matthew Nelson - 2004
In this article, we present profiles of two high school English teachers and their classrooms as the teachers responded to mandated high-stakes test accountability.

by Jane Agee - 2004
This case study examines the experiences of a young African American English teacher over 3 years as she tried to teach multicultural literature.

by Richard Ingersoll - 2004
Although ensuring that our nation’s classrooms are all staffed with quality teachers is a perennially important issue in our schools, it is also among the most misunderstood. This misunderstanding centers on the supposed sources of the problem—the reasons behind the purportedly low quality of teaching in American schools—and has undermined the success of reform efforts. Underlying much of the criticism and reforms is a series of assumptions and claims as to the sources of the problems plaguing the teaching occupation. In this chapter I will focus on four of these.

by Ana María Villegas & Tamara Lucas - 2004
In this chapter, we argue that increasing the racial/ethnic diversity of the teacher workforce should be a key component of any system that aims to supply schools with well-prepared teachers for all students. We first explain why we think attention and resources should be devoted to increasing the diversity of the teacher workforce. We then provide a brief account of minority teacher and student representation in U.S. public schools since 1950, followed by a discussion of the reasons why the percentage of minorities in the teacher workforce declined significantly during the 1970s and 1980s.

by Carolyn Kelley & Kara Finnigan - 2004
In this chapter, we focus on the role that one policy area—teacher compensation—can play in inhibiting or advancing teacher quality through its impact on attracting, retaining, and developing a high-quality teaching force. Because compensation reform is at a nascent stage of development, we rely on a variety of information sources for our review, including empirical research studies examining the role that compensation plays in influencing teacher behaviors, theoretical studies, and case studies of innovative uses of compensation to affect teacher behavior.

by Nina Bascia - 2004
This chapter draws attention to two of the major and unique contributions teacher unions have made to the quality of the teacher workforce over the past several decades. It draws from more than a decade of research on U.S. and Canadian teacher unions’ roles in both the backwaters and the frontiers of educational reform.

by Mary Futrell & Janet Heddesheimer - 2004
Over the past two decades in the United States, there has been an increased emphasis on ensuring an adequate supply of teachers to serve our diverse student population. In response to this need, a movement to redefine teaching as a profession in order to attract and retain more teachers has emerged. At the same time, a countermovement has emerged, advocating that anyone who can meet minimal content and pedagogical standards should be allowed to teach. Both approaches use the phrase “highly qualified” to describe their teacher candidates.

by Paul Goren - 2004
If you visit the human resource operations of most districts, you will see that they are focused primarily on triage—handling the most immediate problem facing the school system that day. These problems can range from not having enough substitutes to meeting the No Child Left Behind mandates to finding mid-year replacements for specialists or for particular courses. As important as it is to have a full, well thought out, rational strategy for teacher recruitment and retention, it is hard to sustain this effort alone, when day-today emergencies must take precedence.

by Daniel Liston - 2004
Teaching entails a love of learning. In teaching, teachers invite students to learn more about the grace of great things.

by Lisa Smulyan - 2004
This study uses data from a 10-year longitudinal study to explore how women graduates of a liberal arts college experience the gendered construction of teachers and teaching as they make life and career choices.

by M. O. Thirunarayanan - 2004
The article offers the commentary that the National Board Certification for Teachers uses just entry-level standards and is not worthy of such a reputable designation.

by Jason Margolis - 2004
This commentary refutes Thirunarayanan's recently published opinion piece, which accuses the National Board of being a "hoax," and illustrates how its unsubstantiated claims are rooted in an academia bias. Though the National Board is far from perfect, the commentary contends that the process is one excellent way to celebrate the hard work of accomplished teachers.

by Ken Winograd - 2003
This is a self-study of an elementary teacher's emotions during the year he took a sabbatical from a position as an education professor.

by Jonathan Silin & Fran Schwartz - 2003
Drawing on qualitative and quantitative data collected over a 5-year period, we argue that in troubled urban school districts, teacher buy-in to curricular reform is best achieved when change agents adapt their program to the daily needs and problems of classroom teachers.

by Judith Little - 2003
Relatively little research examines the specific interactions and dynamics by which professional community constitutes a resource for teacher learning and innovations in teaching practice. This paper draws on intensive case studies of teacher knowledge, practice, and learning among teachers of mathematics and English in two high schools to take up the problem of how classroom teaching practice comes to be known, shared, and developed among teachers through their out-of-classroom interactions.

by Thea Abu El-Haj - 2003
This article explores the work of one urban teacher network and analyzes th ideas about educational equity and inequality that evolve from its professional development practices. Beginning from what feminist sociologist, Dorothy Smith, has called the "everyday world as problematic" this group's work envisions social change that is deeply situated and attends to the multiplicity, complexity and uncertainly that characterize human learning, especially given contexts saturated with inequalities.

by Cynthia Uline, Megan Tschannen-Moran & Lynne Perez - 2003
Educators must find ways to legitimize critique and controversy within organizational life. This article examines constructive conflict within the context of a comprehensive Midwestern high school engaged in significant reform efforts. Here conflict is employed as a means to promote individual and organizational learning and growth.

by Kenneth Zeichner - 2003
The paper analyzes three current approaches to teacher education reform in the U.S.- the professionalization agenda, the deregulation agenda, and the social justice agenda.

by Michèle Foster, Jeffrey L. Lewis & Laura Onafowora - 2003
We consider the role of anthropology and its central construct—culture—in the study of education.

by Martha Casas - 2003
This commentary considers the contradiction of using standardized tests to assess authentic learning.

by Cathy Ringstaff & Judith Sandholtz - 2002
In this article, we focus on two first-year high school teachers who graduated from the same teacher preparation program in the same year. One is credentialed in the subject area and the other is not. Using comparative case methodology, we investigate and contrast how the teachers taught a unit on Steinbeck's novel Cannery Row.

by Louise Jennings & Cynthia Potter Smith - 2002
By joining two related ethnographic case studies, this paper examines how an emphasis on critical inquiry in a multicultural education course (Case I) influenced one teacher's understandings and actions during the two years following the course (Case II), leading to transformative practices that emphasize education for a more democratic, just society. The paper then summarizes the tools and structures that supported this teacher in creating transformative multicultural practices across classrooms in her school district.

by Betty Achinstein - 2002
While often considered a dysfunctional aspect of community, conflict, this article argues, reflects a natural and potentially positive part of teacher professional communities. Using case studies, the work explores micropolitical processes among teachers.

by Yong Zhao, Kevin Pugh, Steve Sheldon & Joe Byers - 2002
This article reports on a study of the complex and messy process of classroom technology integration. The main purpose of the study was to empirically address the large question of "why don’t teachers innovate when they are given computers?" rather than whether computers can improve student learning.

by David Kauffman, Susan Moore Johnson, Susan Kardos, Edward Liu & Heather Peske - 2002
Based on an interview study of fifty 1st- and 2nd-year teachers in Massachusetts, we describe a lack of curricular support for new teachers despite the progress of standards-based reform.

by Anne Uhlenbeck, Nico Verloop & Douwe Beijaard - 2002
The purpose of the study was to determine the best approach to the development of procedures to assess beginning teachers. Recent conceptions of teaching and new approaches to assessment were examined for the implications for the development of teacher assessments. A framework consisting of fifteen implications is proposed.

by Brad Olsen & Lisa Kirtman - 2002
Our analysis investigates variations among intended reforms as demonstrated by observed teacher practice in 36 California restructuring schools.

by David Blacker - 2002
A consideration of the advantages of viewing teaching as public service alongside other key democratic occupations such as nurses, firefighters, police, paramedics, social workers, and librarians.

by Pamela Grossman, Sam Wineburg & Stephen Woolworth - 2001
The authors use their experience with a professional development project to propose a model of teacher community in the workplace.

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  • 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 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.
  • 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 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.
  • 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.
  • Phi Delta Kappan
    The Phi Delta Kappan publishes articles concerned with educational research, service, and leadership; issues, trends, and policy are emphasized.
  • National Education Association
    NEA is America's oldest and largest organization committed to advancing the cause of public education.
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