# Bibliography

## Topic Area: Teacher Training and Development

-   [Alaska]{.underline}

-   [Government Report]{.underline}

-   [Native Pedagogy / Culturally Responsive Teaching]{.underline}

-   [Native Teacher Programs]{.underline}

-   [Recruitment and Retention]{.underline}

-   [Teacher Quality]{.underline}

-   [Other]{.underline}

Beykont, Z. (Ed). (2002). [*The Power of Culture: Teaching Across
Language Difference*](http://www.gse.harvard.edu/~hepg/pc/). Cambridge,
MA: Harvard Education Publishing Group.

> The Power of Culture: Teaching Across Language Difference examines the
> pedagogical and political supports necessary to give language minority
> students a high-quality education in mainstream classrooms. The volume
> focuses on three key issues of educational reform--- high-stakes
> assessment, effective pedagogy, and teacher preparation---as they
> relate to teaching a diverse student body to high academic standards.
> Contributing authors assess the effects of high-stakes testing on
> language minority students, and debate whether educational reform has,
> in implementation, drifted away from the principle of equity.

Blasi, M. (2001). *[Returning to the Reservation: Experiences of a First
Year Native American
Teacher](http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED456001).*
Washington, DC: Office of Educational Research and Improvement. (ERIC
Document Reproduction Service No. ED456001).

> A case study of the experiences of a Native American teacher (Joseph)
> during his first year of teaching examined the transition from the
> idealistic world of college to the stark realities of actual teaching.
> Data were gathered through bimonthly semistructured interviews,
> classroom observations, and telephone communication. Joseph picked a
> reservation school to teach in because his grandfather had come from
> the same community. Deeply grounded in the community and his own
> heritage, Joseph understood the learning styles of Native American
> students, which he described as \"step-by-step\" and \"beating around
> the bush.\" Because of this knowledge, Joseph was able to adapt the
> strategies he learned at the university, which were centered around
> white middle-class experiences, to his reservation setting. Joseph
> sought support from the teacher next door, a Navajo custodian, other
> colleagues, his professor at the university, and his parents. He felt
> that the ideal support for a first-year teacher would be a trained
> instructional classroom assistant who could reinforce student
> learning. His biggest challenge was inadequate instructional
> materials. Much of Joseph\'s success can be attributed to the high
> standards and expectations he set for himself and his students. He
> showed his students through his actions that he would not give up on
> them; he challenged without embarrassing, empathized, and developed
> strategies for his students. Joseph exemplifies the teacher needed in
> schools today.

Cegelka, P. & Alvarado, J. (2000). [A Best Practices Model for
Preparation of Rural Special Education
Teachers](http://www.acres-sped.org/publications/). *Rural and Special
Education Quarterly 19*(4), 15-30.

> This district-university partnership program is meeting the personnel
> needs of a 17-district region in the California desert where over 40%
> of their special education teachers had been employed without
> appropriate credentials. The program was designed to respond to the
> geographic and population (68% Hispanic.) demographics of the report.
> Utilizing an alternative credential option (the Internship
> Credential), courses, extensive practical support, assistance and
> supervision, and continuing professional development opportunities
> were provided for teachers in this rural desert region. Preliminary
> results indicate that 70 teachers completed their Specialist
> Credential, and the retention rate of these professionals has been
> approximately 85%. It has been indicated, too, that coaches who
> provide extensive mentoring of Intern teachers during their two years
> of working toward full certification have favorable views of the
> program.

Cochran-Smith, M., & Zeichner, K. (2005). *[Studying Teacher Education:
The Report of the AERA Panel on Research and Teacher
Education](https://www.erlbaum.com/shop/tek9.asp?pg=products&specific=0-8058-5593-9).*
Mahwah, NJ: Lawrence Erlbaum.

> Published for the American Education Research Association, *Studying
> Teacher Education* cites a need for research on teacher quality that
> expands the concept of pupil achievement beyond standardized test
> scores. Among the findings on teacher profiles and teacher
> performance, the research shows: (1) More teachers major in academic
> subjects, such as English or biology, rather than in education, a
> response to changes over the last two decades to state institutional
> subject-area requirements (2) College graduates in secondary education
> programs have Scholastic Aptitude Test/ACT test scores comparable to
> other college graduates (3) Studies show a correlation between
> prospective teachers' college study of mathematics and the mathematics
> learning of their high school pupils and (4) Evidence favors teacher
> certification in the field of mathematics as one measure of successful
> achievement by their students.

Education Commission of the States (2005, September). [*Eight Questions
on Teacher Recruitment and Retention: What Does the Research
Say?*](http://www.ecs.org/html/educationissues/teachingquality/trrreport/report/introduction.asp)
Denver, CO: Michael Allen. Retrieved December 6, 2005 from
<http://www.ecs.org/html/educationissues/teachingquality/trrreport/report/introduction.asp>.

> This report is based on a review of 91 studies. These studies were
> used to answer eight questions about teacher recruitment and retention
> that are of particular importance to policy and education leaders --
> such as what are the characteristics of the teacher workforce and what
> impact do those characteristics have on teacher recruitment and
> retention and what practices and strategies hold promise for improving
> teacher recruitment and retention? This report is the second in a
> series of reports on teaching quality.

Fillmore, L., & Snow, C. (2000). [*What Teachers Need to Know about
Language*](http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/22/6a/14.pdf).
Washington, DC: U.S. Department of Education, Office of Educational
Research and Improvement (ERIC Document Reproduction Service No. ED
444379).

> Today's teachers need access to a wide range of information to
> function in the classroom. They need a thorough understanding of how
> language figures in education, and for that reason they must receive
> systematic and intensive preparation in educational linguistics. A
> thorough grounding in linguistics would support teachers' undertakings
> overall, and in particular in teaching literacy skills and working
> with English language learners. If approached coherently, such
> preparation would also cover many of the desired teacher competencies,
> relating to skills in assessing children, in individualizing
> instruction, and in respecting diversity. This paper lays out a
> rationale for why current and perspective teachers need to know more
> about language, and what specific sorts of knowledge they need.
> Requisite knowledge about oral language, oral language used in formal
> and academic contexts, and written language is discussed. In the final
> section, courses are suggested that teacher preparation programs
> should offer to teacher candidates. This course list may also be seen
> as specifying aspects of an integrated, in-depth professional
> development program for in-service teachers.

Guarino, C., Santibanez, L., Daley, G., & Brewer, D. (2004, May). *[A
Review of the Research Literature on Teacher Recruitment and
Retention](http://www.rand.org/pubs/technical_reports/2005/RAND_TR164.sum.pdf).*
Santa Monica, CA: Rand Corporation. Retrieved January 11, 2005 from
<http://www.rand.org/pubs/technical_reports/2005/RAND_TR164.sum.pdf>.

> This literature review provides a summary and critical evaluation of
> the research on the topic of teacher recruitment and retention. It
> focuses on empirical studies that were published between 1980 and the
> end of 2003. As a means of organizing the large body of research
> related to this broad topic the authors group the studies into the
> following categories: (1) studies that examined the characteristics of
> individuals who enter teaching, (2) studies that focused on the
> characteristics of individuals who remain in teaching, (3) studies
> that investigated the external characteristics of districts and
> schools that affect recruitment and retention, (4) studies of
> compensation policies that affected recruitment and retention, (5)
> studies of pre-service policies that affected recruitment and
> retention, and (6) studies of in-service policies that affected
> recruitment and retention.

Institute for Higher Education Policy (2000, September). *[Educating the
Emerging Majority: The Role of Minority-Serving Colleges & University in
Confronting America's Teacher
Crisis](http://www.ihep.com/Pubs/PDF/FinalTeacherED.pdf).* Washington,
DC: Alliance for Equity in Higher Education. Retrieved January 16, 2005
from www.ihep.com/Pubs/PDF/FinalTeacherED.pdf.

> This report examines the unique and vital roles that minority-serving
> institutions play and the challenges they face in educating teachers
> of color. In order to highlight the performance of these institutions,
> original data analyses of the minority-serving institutions that make
> up the Alliance for Equity in Higher Education programs at
> Historically and Other Predominantly Black Colleges and Universities,
> Hispanic Serving Institutions, and Tribal Colleges and Universities
> are profiled to demonstrate some of the different approaches these
> institutions have used to prepare qualified teachers of color.
> Finally, public policy recommendations are offered, proposing
> solutions targeted on the needs of minority-serving institutions that
> may have widespread application to other institutions as they attempt
> to address the teacher shortage.

Heimbecker, C., Miner, S., & Prater, G. (2000). [Community-Based Native
Teacher Education Programs](http://jan.ucc.nau.edu/~jar/LIB/LIB4.html).
In J. Reyhner, J. Martin, L. Lockard, & W. Gilbert (Eds.), Learn in
Beauty: Indigenous Education for a New Century (pp. 35-44). Retrieved
May 4, 2005 from <http://jan.ucc.nau.edu/~jar/LIB/LIB4.html>.

> School-based Native teacher education programs are relatively
> uncommon. This chapter examines two pioneering programs based out of
> Northern Arizona University in Flagstaff, Arizona, serving Navajo
> students and Lakehead University in Thunder Bay, Ontario, serving
> members of the Nishnabe Nation of Northern Ontario.

[]{.mark}

Lambe, J. (2003). [Indigenous Education, Mainstream Education and Native
Studies: Some Considerations when Incorporating Indigenous Pedagogy into
Native
Studies](http://muse.jhu.edu/journals/american_indian_quarterly/toc/aiq27.1.html).
*American Indian Quarterly Berkeley, 27*(1), 308-324.

> This article presents characteristics of indigenous education based on
> the authors experience with Mohawk elder and Lakota mentor. Indigenous
> education is intrinsically connected with culture, informs a
> perception of something, and includes an act, fact, or state of
> knowing. Among others, the author explores mainstream education,
> focusing on empiricism, rationalism, and the factory metaphor and
> assembly line model of the industrial resolution and their influence
> on behavioral psychology and education evaluation.

Mantle-Bromley, C., Wilson, C., Foster, A., & Maaka, M. (2003). [Context
Matters: Improving Schooling for Native Hawaiian
Children](http://www.tandf.co.uk/journals/titles/10665684.asp). *Equity
& Excellence in Education 36*, 259-269.

> This case study examines an initiative at the University of Hawai'I at
> Manoa's College of Education with the mission of improving schooling
> for children, mostly Native Hawaiian, of the Wai'anae Coast of O'ahu.
> The study reports how the initiative recruits, supports, and prepares
> new teachers for the particularities of this specific location as well
> as the generalizability of local practice to theory regarding the
> preparation of new teachers for indigenous minority populations.

Manuelito, K. (2003). *[Building a Native Teaching Force: Important
Considerations](http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED482324).*
Washington, DC: Office of Educational Research and Improvement. (ERIC
Document Reproduction Service No. ED482324).

> Since 1975, the political climate has increasingly supported the
> inclusion of American Indian culture and language in Native education
> and the training of Native teachers. Native teachers enhance the
> teacher-student relationship for Native students, are role models for
> Native youth, and are aware of Native learning styles. The ongoing
> Native Educators Research Project, examining how language and culture
> are included in the education of American Indian, Alaska Native, and
> Hawaiian teachers, surveyed 238 students in 27 Native teacher
> preparation programs and interviewed program administrators. Although
> most programs articulated a focus on Native language and culture,
> course contents and requirements often did not reflect that intent.
> About half the respondents reported that they spoke and understood
> their Native language and were knowledgeable about their Native
> culture. About a third could write in their Native language. Nearly
> all respondents felt that Native language and culture should be
> included in the schooling of Native children, but only about a quarter
> felt prepared to teach their Native language, English as a second
> language, or bilingual education. While more than half felt prepared
> to teach multicultural education, only about a quarter felt prepared
> to teach Native culture. Seventy percent of respondents felt prepared
> to use cooperative/group instructional strategies, but only 40 percent
> felt prepared in the area of Native learning styles.

National Bureau of Economic Research (2005). *[The Market for Teacher
Quality](http://www.nber.org/papers/w11154).* Retrieved July 20, 2005
from <http://www.nber.org/papers/w11154>.

> Much of education policy focuses on improving teacher quality, but
> most policies lack strong research support. The authors use student
> achievement gains to estimate teacher value-added, their measure of
> teacher quality. The analysis reveals substantial variation in the
> quality of instruction, most of which occurs within rather than
> between schools. Although teacher quality appears to be unrelated to
> advanced degrees or certification, experience does matter -- but only
> in the first year of teaching. The authors also find that good
> teachers tend to be effective with all student ability levels but that
> there is a positive value of matching students and teachers by race.
> In the second part of the analysis, the authors show that teachers
> staying in their sample of urban schools tend to be as good as or
> better than those who exit. Thus, the main cost of large turnover is
> the introduction of more first year teachers. Finally, there is little
> or no evidence that districts that offer higher salaries and have
> better working conditions attract the higher quality teachers among
> those who depart the central city district. The overall results have a
> variety of direct policy implications for the design of school
> accountability and the compensation of teachers.

National Center for Education Statistics (2006). *[Teacher Professional
Development in 1999-2000: What Teachers, Principles, and Distric Staff
Report](http://nces.ed.gov/pubs2006/2006305.pdf).* Retrieved January 19,
2006 from <http://nces.ed.gov/pubs2006/2006305.pdf>.

> This report uses data from the 1999-2000 School and Staffing Surveys
> to describe what district staff, principles, and teachers reported
> about ascpects of teacher professional development. Major topics
> covered in this report include: planning and implementation of
> professional development, selection and evaluation of professional
> development activities, support for teacher professional development,
> professional development topics, and usefullness of professional
> development activities.

National Clearinghouse for English Language Acquisition and Language
Instruction Educational Programs (2002). *[Balancing Teacher Quantity
with
Quality](http://www.ncela.gwu.edu/pubs/tasynthesis/framing/5teacherquality.pdf).*
Retrieved August 2, 2005 from
<http://www.ncela.gwu.edu/pubs/tasynthesis/framing/5teacherquality.pdf>.

> The success of our education system is fully reliant on the presence
> in our schools of high-quality teachers for all students. Estimates
> suggest, however, that there continues to be a profound teacher
> shortage; some two million new teachers will be needed over the next
> ten years. At the same time, the number of students in our schools who
> are English language learners (ELLs) has been growing at an average
> annual rate five times that of the total enrollment. This paper
> examines the shortage of teachers for ELLs, the significance of high
> quality teachers, and directions for ensuring high quality ELL
> teachers.

Pavel, M., Banks, R., & Pavel, S. (2002). [The Oksale Story: Training
Teachers for Schools Serving American Indians and Alaska
Natives](http://www.ncela.gwu.edu/pubs/tasynthesis/framing/5teacherquality.pdf).
*Journal of American Indian Education, 41*(2), 38-47.

> This article is one in a series of manuscripts being develops to tell
> the story of programs to prepare teachers for schools serving American
> Indian and Alaska Native youths. The series begins by featuring a
> particular teacher-training program based on a partnership between a
> tribal college, Northwest Indian College and a public research
> university, Washington State University. A brief overview provides the
> readers with a sense of how the partnership developed and describes
> various components of the teacher training program. The focus then
> turns to students' views about the institution they attended and the
> teacher preparation program in which they were enrolled. In the
> conclusion section, the discussion moves to the overall condition of
> teacher preparation and offers a transition to forthcoming
> manuscripts.

Pewewardy, C., & Cahape, P. (2003). *[Culturally Responsive Teaching for
American Indian
Students](http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED482325).*
Washington, DC: Office of Educational Research and Improvement. (ERIC
Document Reproduction Service No. ED482325).

> Culturally responsive teaching cannot be approached as a recipe or
> series of steps that teachers can follow to become effective with
> American Indian and Alaska Native (AI/AN) students. Instead, it relies
> on the development of certain dispositions toward learners and a
> holistic approach to curriculum and instruction. This digest draws on
> a five-part conceptual framework first derived from the broader
> multicultural literature by Phuntsog and ties these concepts to recent
> research in AI/AN education. This framework reflects elements that
> researchers found to be crucial to culturally responsive education:
> (1) cultural literacy (teachers\' knowledge of Native cultures and
> history and awareness of Native learning styles); (2) teachers\'
> self-reflection and analysis of their own attitudes, beliefs, and
> stereotypes; (3) caring, trusting, and inclusive classrooms; (4)
> actions of the school that model respect for diversity, Indigenous
> knowledge, and alternative ways of knowing; and (5) a transformative
> curriculum that promotes critical thinking and the advancement of
> society toward equality of opportunity and social justice.

Reyes, M. (2002). *[Reaching Out to the Teachers of Teachers: Distance
Education in Rural
Alaska](http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED477416).*
Washington, DC: Office of Educational Research and Improvement. (ERIC
Document Reproduction Service No. ED477416).

> In the spring of 2001, the University of Alaska Fairbanks School of
> Education included a web-based instructional component in all distance
> education classes. This component aims to mediate access and equity
> issues in providing postsecondary education to rural Alaska residents.
> The number of courses offered through distance education had been
> limited by the time constraints involved in audio-conferencing, which
> had been the main means of delivering coursework. Students taking
> courses by distance delivery, including many Alaska Natives, were
> taking up to 15 years to complete their college degree. Geographic
> isolation also made it difficult for already licensed teachers to take
> additional coursework, either for professional development or to climb
> the salary scale. Almost immediately following the decision, some
> members of the rural faculty showed resistance to learning the
> web-based system. The heightened nature and tone of the resistance
> suggested fear in using the system, fear of technology in general, and
> fear of change. In the fall of 2001, a team flew to the rural campuses
> to provide technology training workshops. Observations made during the
> campus visits indicated that well-equipped computer labs at some sites
> were under-utilized; technical support staff was available at each
> site; and under-attendance at many workshops implicated faculty
> indifference to learning the web-based system. It was concluded that
> reluctant faculty must be accorded every possible support measure to
> assist them in learning to utilize new technologies.

Ryan, S. & Dennis, R. (2000). [Experiences and Perceptions of Rural
Alaskan General Educators: Implication for Preparation in Inclusive
Practices](http://www.acres-sped.org/publications/). *Rural and Special
Education Quarterly 19*(4), 30-44.

> Special Education policy provides for the involvement and progress of
> students with disabilities in general education programs. Inclusionary
> educational practices are impacted not only by the skills of educator,
> but also by their life experiences, the challenges and rewards they
> experience in their work, and the perceived integration between the
> philosophy and practices of inclusion and the culture of their
> community. This study explores the experiences and perceptions of
> general education teachers and their special education teaching
> assistants living in remote Alaskan villages who participated in a
> distance delivered in-service preparation project to increase skills
> to support inclusionary education for students with disabilities.
> Based on (a) questionnaires, (b) permanent products, (c) group
> audio-conferences, (d) in-depth individual interviews, and (e)
> researcher field notes collected over a 24 month period, analyses of
> the data highlighted three major findings of educational significance,
> all related to teachers\' experiences and perceptions. Categories of
> findings and discussion include: (a) the importance of personal
> stories, (b) teacher perceptions of challenges and supports for
> inclusionary practices, and (c) the perceived integration between the
> culture of special education and teacher experience of Alaskan village
> culture. The authors conclude with recommendations for the field that
> build upon experiences of individuals, their values, and beliefs in
> order to support and enhance the sustainable development and
> implementation of inclusion of persons with disabilities in school and
> community life.

The Teaching Commission (2004). *[Teaching at Risk: A Call to
Action](http://www.theteachingcommission.org/press/FINAL_Report.pdf).*
Retrieved July 20, 2005 from
<http://www.theteachingcommission.org/press/FINAL_Report.pdf>.

> This report calls for a new compact with teachers, built around clear
> and attainable goals that recognize teachers for excellence while
> ensuring that those who do not pull their weight will not bring others
> down with them. The compact would include raising teacher salaries,
> something most Americans firmly support, while also asking teachers to
> be measured and compensated based on their classroom performance,
> including the academic gains by their students. The Teaching
> Commission also proposes higher pay for teaching subjects such as math
> and science, and for working in our toughest classrooms.

Tyler, N., Cantou-Clarke, C., Easterling, J., & Klepper, T. (2003).
[Recruitment and Retention and Special Education Teacher Preparation in
Rural Areas: Diversity, Federal Funding, and Technical Assistance
Consideration](http://www.findarticles.com/p/articles/mi_qa4052/is_200307/ai_n9241778).
*Rural and Special Education Quarterly 22*(3), 3-11. Retrieved December
13, 2005 from
<http://findarticles.com/p/articles/mi_qa4052/is_200307/ai_n9241778>.

> Eight faculty members at rural colleges and universities who received
> funding from the Office of Special Education Programs (OSEP) to
> support personnel preparation efforts in their special education
> programs were surveyed regarding the impact of those funds. The
> faculty taught at minority institutions of higher education and the
> students supported with the grant funding were from historically
> underrepresented groups. A total of 117 African American,
> Hispanic/Latino, and American Indian students had graduated from these
> programs at the time of the survey, and were currently employed in 42
> rural school districts. Strategies on recruiting and retaining diverse
> students in rural areas are provided, as well as a summary of the
> impact of technical assistance efforts with minority institutions
> nationwide.

### Alaska

Reyes, M. (2002). *Reaching Out to the Teachers of Teachers: Distance
Education in Rural Alaska .* Washington, DC: Office of Educational
Research and Improvement. (ERIC Document Reproduction Service No.
ED477416).

Ryan, S. & Dennis, R. (2000). Experiences and Perceptions of Rural
Alaskan General Educators: Implication for Preparation in Inclusive
Practices. *Rural and Special Education Quarterly 19*(4), 30-44.

### 

### Government Report

National Center for Education Statistics (2006). *Teacher Professional
Development in 1999-2000: What Teachers, Principles, and District Staff
Report.* Retrieved January 19, 2006 from
<http://nces.ed.gov/pubs2006/2006305.pdf>.

U.S. Department of Education, Office of Postsecondary Education (2005).
*The Secretary's Fourth Annual Report on Teacher Quality: A Highly
Qualified Teacher in Every Classroom.* Washington, DC. Retrieved July
25, 2006 from <https://www.title2.org/titleIIreport05.pdf>.

### Native Pedagogy / Culturally Responsive Teaching 

Beykont, Z. (Ed). (2002). *The Power of Culture: Teaching Across
Language Difference*. Cambridge, MA: Harvard Education Publishing Group.

Fillmore, L., & Snow, C. (2000). *What Teachers Need to Know about
Language*. Washington, DC: U.S. Department of Education, Office of
Educational Research and Improvement (ERIC Document Reproduction Service
No. ED 444379).

Lambe, J. (2003). Indigenous Education, Mainstream Education and Native
Studies: Some Considerations when Incorporating Indigenous Pedagogy into
Native Studies. *American Indian Quarterly Berkeley, 27*(1), 308-324.

Mantle-Bromley, C., Wilson, C., Foster, A., & Maaka, M. (2003). Context
Matters: Improving Schooling for Native Hawaiian Children. *Equity &
Excellence in Education 36*, 259-269.

Pewewardy, C., & Cahape, P. (2003). *Culturally Responsive Teaching for
American Indian Students.* Washington, DC: Office of Educational
Research and Improvement. (ERIC Document Reproduction Service No.
ED482325).

### Native Teacher Programs

Blasi, M. (2001). *Returning to the Reservation: Experiences of a First
Year Native American Teacher.* Washington, DC: Office of Educational
Research and Improvement. (ERIC Document Reproduction Service No.
ED456001).

Heimbecker, C., Miner, S., & Prater, G. (2000). Community-Based Native
Teacher Education Programs. In J. Reyhner, J. Martin, L. Lockard, & W.
Gilbert (Eds.), Learn in Beauty: Indigenous Education for a New Century
(pp. 35-44). Retrieved May 4, 2005 from
<http://jan.ucc.nau.edu/~jar/LIB/LIB4.html>.

Pavel, M., Banks, R., & Pavel, S. (2002). The Oksale Story: Training
Teachers for Schools Serving American Indians and Alaska Natives.
*Journal of American Indian Education, 41*(2), 38-47.

Ryan, S. & Dennis, R. (2000). Experiences and Perceptions of Rural
Alaskan General Educators: Implication for Preparation in Inclusive
Practices. *Rural and Special Education Quarterly 19*(4), 30-44.

### Recruitment and Retention

Education Commission of the States (2005, September). *Eight Questions
on Teacher Recruitment and Retention: What Does the Research Say?*
Denver, CO: Michael Allen. Retrieved December 6, 2005 from
<http://www.ecs.org/html/educationissues/teachingquality/trrreport/report/introduction.asp>.

Guarino, C., Santibanez, L., Daley, G., & Brewer, D. (2004, May). *A
Review of the Research Literature on Teacher Recruitment and Retention.*
Santa Monica, CA: Rand Corporation. Retrieved January 11, 2005 from
<http://www.rand.org/pubs/technical_reports/2005/RAND_TR164.sum.pdf>.

Institute for Higher Education Policy (2000, September). *Educating the
Emerging Majority: The Role of Minority-Serving Colleges & University in
Confronting America's Teacher Crisis.* Washington, DC: Alliance for
Equity in Higher Education. Retrieved January 16, 2005 from
www.ihep.com/Pubs/PDF/FinalTeacherED.pdf.

Manuelito, K. (2003). *Building a Native Teaching Force: Important
Considerations. .* Washington, DC: Office of Educational Research and
Improvement. (ERIC Document Reproduction Service No. ED482324).

Tyler, N., Cantou-Clarke, C., Easterling, J., & Klepper, T. (2003).
Recruitment and Retention and Special Education Teacher Preparation in
Rural Areas: Diversity, Federal Funding, and Technical Assistance
Consideration. *Rural and Special Education Quarterly 22*(3), 3-11.
Retrieved December 13, 2005 from
<http://findarticles.com/p/articles/mi_qa4052/is_200307/ai_n9241778>.

### Teacher Quality

McColskey, W., & Stronge, J. (2005). *Teacher Effectiveness, Student
Achievement, & National Board Certified Teachers.* Arlington, VA:
National Board for Professional Teaching Standards. Retrieved October
25, 2006 from
[http://www.wm.edu/education/Teacher%20Effectiveness.pdf](http://www.wm.edu/education/Teacher Effectiveness.pdf).

National Bureau of Economic Research (2005). *The Market for Teacher
Quality.* Retrieved July 20, 2005 from
<http://www.nber.org/papers/w11154>.

National Clearinghouse for English Language Acquisition and Language
Instruction Educational Programs (2002). *Balancing Teacher Quantity
with Quality.* Retrieved August 2, 2005 from
<http://www.ncela.gwu.edu/pubs/tasynthesis/framing/5teacherquality.pdf>.

Peske, H., & Haycock, K. (2006). *Teaching Inequality: How Poor and
Minority Students are Short-Changed on Teacher Quality.* Washington, DC:
Education Trust. Retrieved October 25, 2006 from
<http://www2.edtrust.org/NR/rdonlyres/010DBD9F-CED8-4D2B-9E0D-91B446746ED3/0/TQReportJune2006.pdf>.

U.S. Department of Education, Office of Postsecondary Education (2005).
*The Secretary's Fourth Annual Report on Teacher Quality: A Highly
Qualified Teacher in Every Classroom.* Washington, DC. Retrieved July
25, 2006 from <https://www.title2.org/titleIIreport05.pdf>.

### Other

Cegelka, P. & Alvarado, J. (2000). A Best Practices Model for
Preparation of Rural Special Education Teachers. *Rural and Special
Education Quarterly 19*(4), 15-30.

Coalition for Psychology and Schools in Education (2006). *Report on the
Teacher Needs Survey.* Washington, DC: American Psychological
Association, Center for Psychology and Schools in Education. Retrieved
March 22, 2007 from <http://www.apa.org/ed/cpse/tns_execsummary.pdf>.

> Pre-K through 12th-grade teachers want more preparation in classroom
> management and instructional skills, according to a nationwide Teacher
> Needs Survey released by the American Psychological Association's
> Coalition for Psychology in Schools and Education. According to the
> more than 2300 responses received, teachers want help with classroom
> management in areas including student safety in classrooms and dealing
> with students\' negative or disruptive behaviors. Teachers also want
> help with instructional skills, such as promoting critical thinking
> and motivating students to learn. 

Cochran-Smith, M., & Zeichner, K. (2005). *Studying Teacher Education:
The Report of the AERA Panel on Research and Teacher Education.* Mahwah,
NJ: Lawrence Erlbaum.

Coulter, T., & Vandal, B. (2007). *Community Colleges and Teacher
Preparation: Roles, Issues, and Opportunities.* Denver, CO: Education
Commission of the States. Retrieved May 29, 2007 from
<http://www.ecs.org/clearinghouse/74/01/7401.pdf>.

> This issue paper explores the expanding and evolving role community
> colleges are playing in teacher preparation to help meet the ongoing
> demand for quality teachers. The paper is the outcome of a meeting
> convened by ECS and the National Center for Teacher Transformation
> (NCTT) in August 2006, which brought together representatives from
> state higher education executive officers, community colleges, teacher
> preparation programs, teacher accreditation and K-12 education.
> Participants discussed the challenges, successes and opportunities
> available through full utilization of community colleges in
> collaboration with university systems and local education agencies.

The Teaching Commission (2004). *Teaching at Risk: A Call to Action.*
Retrieved July 20, 2005 from
<http://www.theteachingcommission.org/press/FINAL_Report.pdf>.

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