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Teaching >> Teaching Profession

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.

by Andy Hargreaves — 2001
This paper draws on extended interviews with 53 elementary and secondary teachers in Ontario, Canada concerning the emotional aspects of their work, to develop a new conceptual framework of emotional geographies of teaching.

by Emiliana Vegas, Richard Murnane & John Willett — 2001
This article examines the impact of race, ethnicity and academic skills on the probability that high school students succeed in each of the various steps of the path into teaching.

by Heinrich Mintrop — 2001
The article analyzes a teacher education program that centered around a constructivist teaching model, “Fostering Community of Learners.” The author shows how three distinct program iterations over a three-year project grappled with the fusing of inspiration, reasoning, skill development, and design work.

by Brian White — 2001
A look at different approaches to resistant learners

by Sharon Feiman-Nemser — 2001
This paper proposes a framework for thinking about teacher learning over time starting with initial teacher preparation and continuing through the early years of teaching.

by June Gordon — 2000
Asian American undergraduates work as student researchers within their respective communities to uncover the resistance to selecting teaching as a career. Traditional preconceptions of the role of teaching emerge as the crucial factor.

by Linda Darling-Hammond — 2000
The author responds to Dale Ballou and Michael Podgursky's critique of What Matters Most, the report of the National Commission on Teaching and America's Future, and details the research support for the National Commission's recommendations.

by Sara Freedman — 2000
The author considers how grantseeking among urban public school teachers has introduced selected teachers to the central tenets of the privatization movement while simultaneously excluding teachers of color and those whose native language is not English.

by Dale Ballou & Michael Podgursky — 2000
The authors challenge the conclusions of the National Commission for Teaching and America’s Future and argue that the research literature offers far less support for the Commission’s recommendations than is claimed.

by Susan Stodolsky & Pamela Grossman — 2000
This article examines individual characteristics and the high school departments of teachers who do or do not adapt instruction for a diverse student body.

by Robert Burroughs, Tammy Schwartz & Martha Hendricks-Lee — 2000
Using interviews and qualitative methods, this article examines the rhetorical difficulties that candidates experience in applying for National Board for Professional Teaching Standards (NBPTS) certification.

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  • 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.
  • Tests and Teaching Quality: Interim Report
    An investigation of the technical, legal, and educational issues of using tests for licensing teachers
  • Current Issues in Education
    Current Issues in Education is a peer-reviewed scholarly electronic journal published by the College of Education at Arizona State University.
  • National Board for Professional Teaching Standards
    The National Board for Professional Teaching Standards is an independent, nonprofit, nonpartisan organization working to establish high and rigorous standards for what accomplished teachers should know and be able to do.
  • Promising Practices: New Ways to Improve Teacher Quality
    Teaching is the essential profession, the one that makes all other professions possible. Without well-qualified, caring, and committed teachers, neither improved curricula and assessments, nor safe schools--not even the highest standards in the world--will ensure that our children are prepared for the challenges and opportunities in America's third century.
  • Australian Journal of Educational Technology
    The Australian Journal of Educational Technology is a refereed journal publishing research and review articles in educational technology, instructional design, educational applications of computer technologies, educational telecommunications and related areas
  • Educational Review
    Educational Review publishes general articles and accounts of research of interest to teachers, to lecturers, to research workers in education and educational psychology, and to students of education.
  • Educational Researcher
    Published by the American Educational Research Association, the Educational Researcher features section publishes manuscripts that report, synthesize, review, or analyze scholarly inquiry, especially manuscripts that focus on the interpretation, implication, or significance of R&D work in education, and manuscripts that examine developments important to the R&D field.
  • Asia-Pacific Journal of Teacher Education and Development
    The Asia-Pacific Journal of Teacher Education and Development (APJTED) is an international refereed journal dedicated to theory development, empirical research, policy formulation, and practical improvement in teacher education, staff development, and teaching. It is published biannually with articles in English or Chinese.
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