Educating School Teachers
This report provides an examination of the successes and failures of university-based teacher education programs.
Levine, A., (2006). Educating School Teachers. The Education Schools Project
Learning About Learning: What Every New Teacher Needs to Know
This paper examines teacher education textbooks for discussion of research-based strategies that every teacher candidate should learn in order to promote student learning and retention.
Learning About Learning: What Every New Teacher Needs to Know Retrieved from http://www.nctq.org/dmsView/Learning_About_Learning_Report.
Assessing Pre-Service Teachers' Training in Empirically-Validated Behavioral Instruction Practices
This study surveys master's-level elementary, secondary, and special education students about their coursework and applied training in 25 behavioral instruction practices and principles.
Begeny, J. C., & Martens, B. K. (2006). Assessing pre-service teachers' training in empirically-validated behavioral instruction practices. School Psychology Quarterly, 21(3), 262.
Educational time factors
The findings presented in this book are based on an analysis of 57 research studies concerned with the relationship between one or more of the educational time factors cited above and the student outcomes of achievement and attitudes. Twenty-nine are primary sources (studies or evaluations) and 28 are secondary source (reviews, syntheses, and meta-analyses).
Cotton, K., & Wikelund, K. (1990). Educational time factors. Portland, OR: Northwest Regional Educational Laboratory.
Profile of Teachers in the U.S. 2011
This is a survey of 2500 randomly selected K-12 public school teachers. It analyzes their demographics, route to credential, and current position. It also captures their views on the adequacy of teacher preparation, various school reform proposals, and job satisfaction
Feistritzer, C. E., Griffin, S., & Linnajarvi, A. (2011). Profile of Teachers in the US, 2011 (p. 80). National Center for Education Information.
Training Our future Teachers: Classroom Management
This report examines teacher preparation in classroom management. It surveyed over 100 elementary and secondary, graduate and undergraduate programs.
Greenberg, J., Putman, H., and Walsh, K. (2013). Training Our future Teachers: Classroom Management. Date accessed: 5/7/14
This influential book is the result of 15 years research that includes over 800 meta-analyses on the influences on achievement in school-aged students. This is a great resource for any stakeholder interested in conducting a serious search of evidence behind common models and practices used in schools.
Hattie, J. (2009). Visible learning. A synthesis of over, 800.
Visible Learning for Teachers: Maximizing Impact on Learning
This book takes over fifteen years of rigorous research into education practices and provides teachers in training and in-service teachers with concise summaries of the most effective interventions and offers practical guidance to successful implementation in classrooms.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
Within Our Grasp Achieving Higher Admissions Standards in Teacher Prep
Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep is the tenth annual publication in the State Teacher Policy Yearbook report series released by the National Council on Teacher Quality (NCTQ). This report focuses on teacher preparation program compliance with admissions policies required at the state level
Walsh, K., Joseph, N., and Lewis, A. (2016). Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep. National Council on Teacher Quality.
The adequacies and inadequacies of three current strategies to recruit, prepare, and retain the best teachers for all students
This paper analyzes the research base on recruiting, preparing, and retaining good teachers being implemented in U.S. teacher education.
Zeichner, K. M. (2003). The adequacies and inadequacies of three current strategies to recruit, prepare, and retain the best teachers for all students. Teachers college record, 105(3), 490-519.
Teachers' Subject Matter Knowledge as a Teacher Qualification: A Synthesis of the Quantitative Literature on Students' Mathematics Achievement
This is a meta-analysis of the research on mathematics subject matter training for teachers.
Ahn, S., & Choi, J. (2004). Teachers' Subject Matter Knowledge as a Teacher Qualification: A Synthesis of the Quantitative Literature on Students' Mathematics Achievement. Online Submission.
Eight Questions on Teacher Preparation: What Does the Research Say?
This paper examines the most effective strategies for educating teachers.
Allen, M. (2003). Eight Questions on Teacher Preparation: What Does the Research Say? A Summary of the Findings.
A comparison of procedural variations in teaching behavior chains: Manual guidance, trainer completion, and no completion of untrained steps
This study compares teaching a sequence of responses through forward chaining.
Bancroft, S. L., Weiss, J. S., Libby, M. E., & Ahearn, W. H. (2011). A comparison of procedural variations in teaching behavior chains: Manual guidance, trainer completion, and no completion of untrained steps. Journal of applied behavior analysis, 44(3), 559-569.
Teacher Preparation and Student Achievement
This paper estimates the effects of features of teachers' preparation on teachers' value-added to student test score performance in math and English Language Arts.
Boyd, Donald, Grossman, Pamela, Lankford, Hamilton, Loeb, Susanna and Wyckoff, James H., Teacher Preparation and Student Achievement (September 2008). NBER Working Paper No. W14314.
Value Added Teacher Preparation Assessment Model: A Bold Step Forward in Preparing, Inducting, and Supporting New Teachers Qualitative Research Study
This quantitative research valued added study assesses the effectiveness of teacher preparation programs in Louisiana to understand why some teacher preparation programs are more effective than other programs.
Burns, J. M., Noell, G. H., & Gansle, K. A. (2009). Value Added Teacher Preparation Assessment Model: A Bold Step Forward in Preparing, Inducting, and Supporting New Teachers Qualitative Research Study.
Teacher Preparation Research: Current Knowledge, Gaps, and Recommendations Current Knowledge, Gaps, and Recommendations A Research Report
This paper examines what is required to develop effective teacher preparation programs.
Center for the Study of Teaching and Policy, Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J. (2001). Teacher Preparation Research: Current Knowledge, Gaps, and Recommendations: a Research Report Prepared for the US Department of Education and the Office for Educational Research and Improvement, February 2001. Center for the Study of Teaching and Policy.
High-stakes, Minimum-Competency Exams
This study examines the relationship between teacher candidate scores on authentic measures and their scores on certification exams required by the state of Texas.
Goodman, G., Arbona, C., & Dominguez De Rameriz, R. (2008). High-stakes, Minimum-Competency Exams. Journal of Teacher Education, 59(1), 24-39.
Teacher Preparation Programs and Teacher Quality Are There Real Differences Across Programs?
This paper offers a sobering view of teacher preparation programs. It uses a statewide longitudinal dataset from Missouri to examine the extent to which teachers who are prepared by different programs differ in effectiveness.
Koedel, C., Parsons, E., Podgursky, M., & Ehlert, M. (2012). Teacher Preparation Programs and Teacher Quality: Are There Real Differences Across Programs?. Education Finance and Policy.
School, Teacher, and Leadership Impacts on Student Achievement
This brief is a meta-analyses of quantitative research on teacher, school, and leadership practices.
Miller, K. (2003). School, teacher, and leadership impacts on student achievement. Policy Briefs. Mid-Continent Research for Education and Learning. Leadership for School Improvement, Aurora, Colorado.
Evidence-Based Teaching: A Practical Approach
This book offers a thorough array of practical teaching methods backed by rigorous research to have the greatest effect along with practical techniques to apply these in actual classroom settings.
Petty. G. (2009). Evidence-Based Teaching: A Practical Approach. Nelson Thornes, Cheltenham, United Kingdom.
Pre-teaching Why Is This Strategy Useful?
This brief summarizes the teaching practice, Pre-teaching.
Pre-teaching Why Is This Strategy Useful?. National Council for Teachers of Mathematics.
Generalizing Effective Teaching Skills: The Missing Link in Teacher Preparation
This study looks at four factors for effective generalization a newly acquired teaching skills across time and settings.
Scheeler, M. C. (2008). Generalizing Effective Teaching Skills: The Missing Link in Teacher Preparation. Journal of Behavioral Education, 17(2), 145-159.
Response to intervention and teacher preparation
A review of the critical skills taught teachers in 13 teacher preparation programs in the state of Connecticut with the emphasis on progress monitoring.
Spear-Swerling, L. (2008). Response to intervention and teacher preparation. In E. L. Grigorenko (Ed.), Educating Individuals with Disabilities: IDEIA 2004 and Beyond. (pp.273-293). New York, NY : Springer Publishing Company.
Transforming Teacher Education Through Clinical Practice: A National Strategy To Prepare Effective Teachers
This report commissioned by the National Council for Accreditation of Teacher Education (NCATE), offers recommendations for improving teacher preparation programs
Zimpher, N. et al., (2010). Transforming Teacher Education Through Clinical Practice: A National Strategy to Prepare Effective Teachers: Report of the Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning. Commissioned by National Council for Accreditation of Teacher Education.