Teacher Standards

All Research

TITLE
SYNOPSIS
CITATION
Teacher Prep Review: A Review of the Nation's Teacher Preparation Programs

This study examines teacher preparation programs and how they have ineffectively been preparing teachers in critical areas necessary for effective teaching. The paper establishes ratings of key standards for 608 teacher preparation programs.

Greenberg, J., McKee, A., & Walsh, K. (2013). Teacher Prep Review: A Review of the Nation's Teacher Preparation Programs. National Council on Teacher Quality.

Redesigning National Board Certification: The Advancement of Accomplished Teaching

The following brief summarizes recent work completed to redesign the certification process for accomplished preK-12 educators.

National Board for Professional Teaching Standards, (2016). Redesigning National Board Certification: The Advancement of Accomplished Teaching. National Board for Professional Teaching Standards.

An Examination of the Relationship Between Depth of Student Learning and National Board Certification Status

The purpose of this study was to examine the impact of National Board Certified Teachers (NBCTs) on student achievement (depth of student learning), compared to teachers who attempted, but did not receive National Board Certification

 

Smith, T. W., Gordon, B., Colby, S. A., & Wang, J. (2005). An examination of the relationship between depth of student learning and National Board Certification status. Office for Research on Teaching, Appalachian State University.

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.

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.
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