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Articles
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.

by Irene Yoon - 2016
This article analyzes the way that a teacher community shares stories about students in a racially and socioeconomically diverse elementary school.

by Thomas Smith, Courtney Preston, Katherine Haynes & Laura Neergaard Booker - 2015
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.

by C. Kevin Fortner, David Kershaw, Kevin Bastian & Heather Lynn - 2015
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.

by Eleanor Fulbeck & Meredith Richards - 2015
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.

by Elizabeth Stearns, Neena Banerjee, Stephanie Moller & Roslyn Mickelson - 2015
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.

by Danah Henriksen & Punya Mishra - 2015
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.

by Julie Cohen - 2015
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.

by Nicole Simon & Susan Moore Johnson - 2015
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.

by Gregory Palardy - 2015
This study examines the degree to which teachers and classroom context contribute to achievement gaps that develop during first grade.

by Alan Daly, Nienke Moolenaar, Claudia Der-Martirosian & Yi-Hwa Liou - 2014
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.

by Toni Rogat, Shelly Witham & Clark Chinn - 2014
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.

by Drew Gitomer, Courtney Bell, Yi Qi, Daniel McCaffrey, Bridget Hamre & Robert Pianta - 2014
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.

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Recent Posts
 
Book Reviews
by Kathryn E. Linder & Chrysanthemum Mattison Hayes (Eds.)
reviwed by Amanda Rockinson-Szapkiw & Erika Stevens - 2019

by Simone C. O. Conceição, Larry G. Martin, & Alan B. Knox (Eds.)
reviwed by Susan Biniecki - 2019

by Marian Small
reviwed by Erik Jacobson & Jinqing Liu - 2019

by Cory Wright-Maley (Ed.)
reviwed by Elizabeth Washington - 2019

by Katie O. Arosteguy, Alison Bright, & Brenda J. Rinard
reviwed by James Fredricksen - 2019

by Clark McKown
reviwed by Jeffrey Liew & Sarah Ura - 2019

by James M. Magrini
reviwed by Deron Boyles - 2019

by Carmen I. Mercado
reviwed by Rebecca Buchanan - 2019

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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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