Research on Teacher Selection

Schalock, Del

doi:10.2307/1167212

Cited by 26 publications

(25 citation statements)

References 85 publications

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“…She supports this statement with two studies by Soar, Medley and Cocker (sic) (1983) and Schalock (1979). These two studies simply recycle research from the 1940s and earlier, none of which is retrievable for scrutiny (p. 21).…”

Section: Other Misrepresentations Of Research Findingsmentioning

confidence: 87%

“…Two reviews of such studies concluded that there is little or no relationship between teachers' measured intelligence and their students' achievement (Schalock, 1979;Soar, Medley, & Coker, 1983). Explanations for the lack of strong relationship between measures of IQ and teacher effectiveness have included the lack of variability among teachers in this measure and its tenuous relationship to actual performance (Vernon, 1965;Murnane, 1985).…”

Section: Other Misrepresentations Of Research Findingsmentioning

confidence: 99%

“…In her discussion of Schalock (1979) in the appendix (B13), Walsh seeks to dismiss his review's findings about the limited evidence regarding the relationships between teachers' measured intelligence and other indicators of effectiveness because the review is "old, old!!" and because, she argues, "More recent research such as Summers and Wolfe, 1977;Ferguson, 1991;Ferguson & Womack, 1996 (sic); Murnane, 1983;Hanushek, 1971;Strauss and Sawyer, 1986 suggest that intelligence (measured by SAT, verbal ability tests and college selectivity) are indeed substantially important.…”

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confidence: 99%

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Research and Rhetoric on Teacher Certification

Darling‐Hammond

2002

EPAA

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In October, 2001, the Baltimore-based Abell Foundation issued a report purporting to prove that there is "no credible research that supports the use of teacher certification as a regulatory barrier to teaching" and urging the discontinuation of certification in Maryland. The report argued that large inequities in access to certified teachers for poor and minority students are not a problem because research linking teacher education to student achievement is flawed. In July, 2002, the U.S. Secretary of Education cited the Abell Foundation paper in his Annual Report on Teacher Quality as the sole source for concluding that teacher education does not contribute to teacher effectiveness. The Secretary's report then recommended that requirements for education coursework be eliminated from certification standards, and attendance at schools of education and student teaching be made optional. This article documents the many inaccuracies in the Abell Foundation paper and describes the actual findings of many of the studies it purports to review, as well as the findings of other studies it ignores. It details misrepresentations of a number of studies, including inaccurate statements about their methods and findings, false claims about their authors' views, and distortions of their data and conclusions. The article addresses methodological issues regarding the validity and interpretation of research. Finally, the article presents data challenging the Abell Foundation's unfounded claims that uncertified teachers are as effective as certified teachers, that teacher education makes no difference to teacher effectiveness, that verbal ability is the most important determinant of teaching effectiveness, that private schools staffed by uncertified teachers are more effective than public schools, and that untrained teachers are more qualified than prepared teachers. It concludes with a discussion of the policy issues that need to be addressed if all students are to be provided with highly qualified teachers.

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Section: Other Misrepresentations Of Research Findingsmentioning

confidence: 87%

Section: Other Misrepresentations Of Research Findingsmentioning

confidence: 99%

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confidence: 99%

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Research and Rhetoric on Teacher Certification

Darling‐Hammond

2002

EPAA

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“…Equally important is the body of research finding that traits like adaptability and flexibility are also important to teacher effectiveness (for a review, see Schalock, 1979) as these signal the adaptive nature of teaching that is essential to its success.…”

Section: Research On Outcomesmentioning

confidence: 99%

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

Darling‐Hammond

2016

Educational Researcher

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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“…It is also these broad constructs of teacher behaviors that are found to be the most stable over time (Kulik & McKeachie, 1975;Shavelson & Dempsey-Atwood, 1976). Examples of these broader teaching processes include measures of teacher skill, structure, flexibility, adaptability, creativity, interaction, and feedback (Arreola, 1983;Cohen, 1981;Kulik & McKeachie, 1975;McDonald & Elias, 1976;Schalock, 1979). Nonetheless, as McDonald and Elias have observed, even these broader patterns are not uniformly applicable to all grade levels, subject areas, and teaching situations.…”

Section: Desirable Characteristics Of Adult Educatorsmentioning

confidence: 99%

Teacher Effectiveness in Adult Education

Lindsay¹

1984

Journal of Teacher Education

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Research on Teacher Selection

Cited by 26 publications

References 85 publications

Research and Rhetoric on Teacher Certification

Research and Rhetoric on Teacher Certification

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

Teacher Effectiveness in Adult Education

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