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- Beyond Standards: The Rest of the Agenda
- From Isolation to Conversation: Supporting New Teachers' Development
- A Classroom of Her Own: How New Teachers Develop Instructional, Professional, and Cultural Competence
- Understanding Accountability in Education
- The Assessment Bridge: Positive Ways to Link Tests to Learning, Standards, and Curriculum Improvement
- Taming the Standards: A Commonsense Approach to Higher Student Achievement, K-12
- Curriculum, Instruction, and Assessment: Amiable Allies or Phony Friends?
- (Re)Framing Classroom Contexts: How New Teachers and Mentors View Diverse Learners and Challenges of Practice
- The New Teacher Book
- Quick Hits for New Faculty: Successful Strategies by Award-winning Teachers
- The Curriculum Studies Reader (2nd Edition)
- Redesigning Accountability Systems for Education
- Cultivating High-Quality Teaching Through Induction and Mentoring
- Getting Results with Curriculum Mapping
- This Teaching Life: How I Taught Myself to Teach
- Using Diagnostic Classroom Assessment: One Question at a Time
- Teachers Have It Easy: The Big Sacrifices and Small Salaries of America’s Teachers
- Nonhierarchical Curriculum Differentiation and Inequality in Achievement: A Different Story or More of the Same?
- Reflections, Journeys, and Possessions: Metaphors of Assessment Used by High School Students
- Being a Novice Teacher in Two Different Settings: Struggles, Continuities, and Discontinuities
- Better Data as a Remedy to Low U.S. Graduation Rates
- The Tragedy of Assessyphus
- Psychometric Issues in the ELL Assessment and Special Education Eligibility
- On Their Own and Presumed Expert: New Teachers’ Experience with Their Colleagues
- Cultural and Home Language Influences on Children’s Responses to Science Assessments
- Race, Religion and a Curriculum of Reparation: Teacher Education for a Multicultural Society
- Teachers
- The Anti-Assessment Manifesto
- Measuring Up: What Educational Testing Really Tells Us
- Proceed With Caution: Interactive Rules and Teacher Work Sample Scoring Strategies, an Ethnomethodological Study
- Ambitious Pedagogy by Novice Teachers: Who Benefits From Tool-Supported Collaborative Inquiry into Practice and Why?
- How We Think: A Theory of Goal-Oriented Decision-Making and its Educational Application
- Research-Based Unit and Lesson Planning: Maximizing Student Achievement
- Finding the Balance Between Process and Product Through Perceptual Lesson Planning
- Informing the Practice of Teaching Using Formative and Interim Assessment: A Systems Approach
- Curriculum as Meditative Inquiry
- High-Expectation Curricula: Helping All Students Succeed with Powerful Learning
- The Status of Social Studies: Views from the Field
- Chetty, et al. on the American Statistical Association’s Recent Position Statement on Value-Added Models (VAMs): Five Points of Contention
- The Mismeasure of Education
- Schooling for Tomorrow's America
- Reinventing the Curriculum: New Trends in Curriculum Policy and Practice
- You Can Do This: Hope and Help for New Teachers
- The Dangerous Message Teacher Candidates Infer: “If the edTPA Does Not Assess It, I Don’t Have to Do It”
- Everyday Constitutional Assessments and Their Relevance to Formal Assessments
- Un-standardizing Curriculum: Multicultural Teaching in the Standards-based Classroom
- Dear Teacher
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- David Kauffman
Harvard Graduate School of Education
E-mail Author
David Kauffman is an advanced doctoral student at the Harvard Graduate School of Education and a research assistant with the Project on the Next Generation of Teachers. Building on his experience as a classroom teacher and his training as a school principal, Kauffman’s primary research interests are teachers’ professional development, school leadership, and education policy. Recent publications include “Counting on Colleagues: New Teachers Encounter the Professional Cultures of Their Schools” (Educational Administration Quarterly, 2001) and “The Next Generation of Teachers: Changing Conceptions of a Career in Teaching” (Phi Delta Kappan, forthcoming).
- Susan Moore Johnson
Harvard Graduate School of Education
Susan Moore Johnson is the Carl H. Phorzheimer, Jr. Professor of Education in Learning and Teaching at the Harvard Graduate School of Education. She is the principal investigator for the Project on the Next Generation of Teachers. Johnson studies school organization, educational policy, leadership, and change in school systems. Recent publications include Leading to Change: The Challenge of the New Superintendency (1996) and “Can Professional Certification for Teachers Reshape Teaching as a Career?” (Phi Delta Kappan, January 2001.)
- Susan Kardos
Harvard Graduate School of Education
E-mail Author
Susan M. Kardos is an advanced doctoral student at the Harvard Graduate School of Education and a research assistant with the Project on the Next Generation of Teachers. Kardos works on policy issues that affect teacher recruitment, support, and retention with a particular interest in professional culture, school leadership, and teacher unions. Recent publications include “Counting on Colleagues: New Teachers Encounter the Professional Cultures of Their Schools” (Educational Administration Quarterly, 2001) and “The Next Generation of Teachers: Changing Conceptions of a Career in Teaching” (Phi Delta Kappan, forthcoming).
- Edward Liu
Harvard Graduate School of Education
E-mail Author
Edward Liu is an advanced doctoral student at the Harvard Graduate School of Education and a research assistant with the Project on the Next Generation of Teachers. His research interests center on teacher hiring, organizational theory, school reform, leadership, and the nonprofit sector. Recent publications include “The Next Generation of Teachers: Changing Conceptions of a Career in Teaching” (Phi Delta Kappan, forthcoming) and “Counting on Colleagues: New Teachers Encounter the Professional Cultures of Their Schools” (Educational Administration Quarterly, 2001).
- Heather Peske
Harvard Graduate School of Education
E-mail Author
Heather G. Peske is an advanced doctoral student at the Harvard Graduate School of Education and a research assistant with the Project on the Next Generation of Teachers. Peske studies new teachers, alternative certification programs, education policy, and issues related to teacher supply and quality. Recent publications include “The Next Generation of Teachers: Changing Conceptions of a Career in Teaching” (Phi Delta Kappan, forthcoming) and “Counting on Colleagues: New Teachers Encounter the Professional Cultures of Their Schools” (Educational Administration Quarterly, 2001).
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