Reforming Teacher Preparation and Licensing: Debating the Evidence

Darling‐Hammond, Linda

doi:10.1111/0161-4681.00047

Cited by 127 publications

(75 citation statements)

References 29 publications

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“…While debates about the value of teachers' preparation and experience have often been conducted around technical analyses of studies on the topic (see e.g., Ballou & Podgursky, 1999;Darling-Hammond, 2000b, 2002Darling-Hammond & Youngs, 2002;Walsh, 2001), they have strong social, political, and economic implications. For example, evidence on inequities in the distribution of fully qualified teachers has been prominent in a large number of school finance lawsuits (for an overview, see Darling-Hammond, 2010), and significant costs could be associated with creating the salaries, working conditions, and other incentives needed to supply qualified teachers to all communities.…”

Section: Politics Policy and Teacher Educationmentioning

confidence: 99%

Research on Teaching and Teacher Education and Its Influences on Policy and Practice

Darling‐Hammond

2016

Educational Researcher

Self Cite

171

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A half century ago, in his 1964 address to the Associated Organizations for Teacher Education, Nate Gageknown to many as the father of research on teachingmade an impassioned plea for research on and for teacher education (Gage, 1964). On the heels of James Bryant Conant's (1963) review of teacher education, published less than a year earlier, Gage sought to shed light on how to strengthen the enterprise that Conant had so roundly critiqued. Harkening back to the Flexner Report that transformed medicine, Gage made the assertion that the practice of teacher education was generally stronger than medical education's had been at that time but that the scientific knowledge base to inform teacher education was much thinner.By this he meant both research about effective teaching that could inform the content of teacher education (research for teacher education) and research about the results of different approaches to recruiting and preparing teachers that could inform how teachers are educated (research on teacher education).The lack of research was not, in his view, for want of interest: Gage (1964) noted from his review, "Over the years, research on teacher education has at least been yearned for, even if too little of it has been done" (p. 1). At the same time, Gage noted that many dismissed the cause of knowledge for teaching, convinced that educational know-how was really nothing more than common sense. To make his point, he outlined a number of commonsense findings from education research; for example, that a teacher should subtract pretest scores from posttest scores in a given domain to find out how much children have learned from instruction and that generally, doing so will show that brighter children have gained more than others from that instruction. In addition, to strengthen a kind of behavior, it should be rewarded, and to eliminate a kind of behavior, it should be punished. He then went on to note that each of these obvious findings was, in fact, the exact opposite of what education research had found, making the case that what teachers need to learn in order to be effective is often far from intuitive.Recognizing that new approaches to major problems typically bundle many changes into one reform, Gage called for new methodologies beyond the then popular correlations of discrete teaching behaviors with outcomes of interest. He noted that if Using five AERA presidential addresses over the past half century as landmarks, this essay traces the evolution of research on teaching and teacher education as well as some critical impacts the research has had on policy and practice related to teacher education and teacher evaluation in the United States. The discussion shows how these addresses both reflected the progress and challenges of research on teaching and teacher education at the times they were delivered and identified paths that the education research community could take to address the challenges. It traces key influences of these lines of work on the quality of teacher preparation, assessment of teac...

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Section: Politics Policy and Teacher Educationmentioning

confidence: 99%

Research on Teaching and Teacher Education and Its Influences on Policy and Practice

Darling‐Hammond

2016

Educational Researcher

Self Cite

171

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“…As suggested by Darling-Hammond (2005) and Grover (2002) there seem to be an inextricable link between student outcomes, quality of teaching and teachers and teacher preparation. Consequently, there have been calls and recommendations for reforms in the way student teachers are prepared for their role of teaching (Darling-Hammond, 2000;Davis, Williams, Griffin, 2003;Futrell, 2010). Though there seems to be consensus on the need for reform in the way teachers are prepared, there seems to be a lack of consensus on the aims of teacher preparation and how teacher preparation programmes should be structured (OECD, 2011).…”

Section: Introductionmentioning

confidence: 99%

“Miss, I Am Not Being Fully Prepared”: Student - Teachers’ Concerns About Their Preparation at a Teacher Training Institution in Jamaica

Roofe

Miller

2013

AJTE

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The issue of teacher preparation continues to occupy academic discourse relating to student outcomes and student achievement (Stronge, Ward & Grant, 2011). Research has supported the view that there is an inextricable connection between student outcomes, quality of teaching and teachers, and teacher preparation (Darling-Hammond 2005; Grover 2002). Similarly, theories about students' self efficacy beliefs (e.g. Bandura, 1977;Dweck, 2000) and Institutional Habitus (Bourdieu, 1977)

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“…The literature is replete with research and disputes about the importance of teacher quality for student achievement, and how to define, attain, and about its distribution among schools and school districts (Clotfelter, et al, 2007;Darling-Hammond, et al, 1983;Darling-Hammond, et al, 1998a;Darling-Hammond, et al, 1998b;Darling-Hammond, 1999;Darling-Hammond, 2000;Darling-Hammond, et al, 2001;Fenstermacher and Richardson, 2005;Iongewaard (2004);McCaffrey, et al, 2003;Peske and Haycock, 2006) (see Figure 16) (Note 25).…”

Section: The Dynamics Of Teacher Qualitymentioning

confidence: 99%

The Racial, Ethnic, and Social Class Achievement Gaps: A Systems Analysis

Gaynor

2012

IES

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This system dynamics analysis draws on the literature to outline the factors commonly discussed as predictive of and, perhaps, causally related to problematic differences in academic achievement among students who vary in race, ethnicity, and social class. It first treats these as a wide-ranging set of exogenous variables, many of which interact with each other, all of which influence academic achievement. "Causal-Influence Diagrams" are drawn to show these complex interactions. Then a distinction is drawn among the "traditional" school, the "gap-closing" school, and the "exceptional" school.In a subsequent section of the paper, variables that are not a part of the internal institutional system of schooling are mostly stripped away. In this section, a typology is presented and a distinction is drawn between two generic types of schools in contrast to what might be called the "traditional" school: the "gap-closing" school and the "exceptional" school.

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Reforming Teacher Preparation and Licensing: Debating the Evidence

Cited by 127 publications

References 29 publications

Research on Teaching and Teacher Education and Its Influences on Policy and Practice

Research on Teaching and Teacher Education and Its Influences on Policy and Practice

“Miss, I Am Not Being Fully Prepared”: Student - Teachers’ Concerns About Their Preparation at a Teacher Training Institution in Jamaica

The Racial, Ethnic, and Social Class Achievement Gaps: A Systems Analysis

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