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.
An Introduction to the Yearbook
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.
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.
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.
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.
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.”
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.
This article examines 24 teachers’ perceptions of their curriculum and curricular choices over their first 11 years of teaching.
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.
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.
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.
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.
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.
This study estimates the impact of the use of Teach for America by a school district on teacher vacancies reported by the district.
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.
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.
This study examines the relationship between teacher-reported culturally responsive beliefs and behaviors and grade 3–5 Latino students’ reading outcomes.
This article analyzes the way that a teacher community shares stories about students in a racially and socioeconomically diverse elementary school.
This study examines differences in instructional quality between two higher and two lower value-added high schools, as measured by the Classroom Assessment Scoring System—Secondary (CLASS-S). Based on data from classroom observations and teacher interviews, it explores (a) differences in levels of instructional quality, (b) differences in the proportions of students taking advanced courses, and (c) differences in the way teachers think and talk about their classroom challenges.
Using data from North Carolina public schools we examine the characteristics, value-added effectiveness, and retention of individuals who were teaching assistants before becoming teachers-of-record.
In this study, authors use data from 2006 to 2010 to examine the impact of school-based financial incentives on patterns of teacher mobility, focusing on teachers' strategic moves.
This study investigates the association between two aspects of organizational culture (professional community and teacher collaboration), teacher control over school and classroom policy, and teacher job satisfaction.
How do exemplary teachers incorporate creativity in their teaching? Through in-depth interviews with National Teacher of the Year award winners, this research aims to better understand their beliefs, interests, and practices involving creative teaching. Results identify key themes of how these teachers approach the creative process, as well as the connection between their personal interests and professional creativity.
Drawing on data from the Gates Foundation’s Measures of Effective Teaching project, this article raises several issues involved in identifying “high leverage” teaching practices based on their relationships with different types of student outcome measures.
This article reframes the debate about what fuels high rates of teacher turnover in high-poverty schools. After reviewing findings from past studies of turnover, it focuses on recent scholarship suggesting that teachers who leave such schools are not fleeing their students, but rather the poor working conditions that make it difficult for them to teach and for their students to learn.
This study examines the degree to which teachers and classroom context contribute to achievement gaps that develop during first grade.
In this study we use a human and social capital framework to explore the relationship between teachers’ social interactions and student achievement on an interim benchmark assessment. We test our hypothesis about the effects of human and social capital on student achievement using social network analysis and hierarchical linear modeling.
Our purpose is to enrich current conceptualizations of autonomy support that remain constrained by the context of study and by the limited available descriptions of teacher enactment. Toward this end, we richly describe teachers’ provision of academically significant autonomy support within an inquiry-based science curricular context to incorporate higher quality differentiations.
Using an observation protocol designed to measure classroom interactions, we find that the quality of instructional and emotional support in algebra classrooms is much weaker than classroom organization. These differences parallel observers’ relative strengths and weaknesses in reliably evaluating practice. Our finding that certain aspects of teaching are carried out better than others and observed with more consistency has implications for the evaluation and improvement of teaching.