A qualified teacher in every classroom?
Subtitle: appraising old answers and new ideas
By: edited by Frederick M. Hess, Andrew J. Rotherham, and Kate Walsh.
Contributors: Hess, Frederick M.; Rotherham, Andrew J.; Walsh, Kate Burke.
Publisher: Harvard Education Press
Published: 2004
Place of publication: Cambridge, MA
Language: eng
Number of pages: 330
Subjects: Teacher effectiveness -- United States; Teachers -- Training of -- United States; Educational change -- United States; Teachers -- Certification -- United States
Notes: Includes bibliographical references (p. 325-326).
Table of contents: title: Back to the future: the history and politics of state teacher licensure and certification -- Arthur J. Rotherham and Sara Mead; title: The shift from hands-off: the federal role in supporting and defining teacher quality -- Heidi A. Ramírez; title: Why do we license teachers? -- Dan D. Goldhaber; title: Assessing traditional teacher preparation: from a survey of graduate and undergraduate programs -- David L. Leal; title: Preparing tomorrow's teachers: an analysis of syllabi from a sample of America's schools of education -- David M. Steiner, with Susan D. Rozen; title: The preparation and recruitment of teachers: a labor-market framework -- Donald Boyd, Hamilton Lankford, Susanna Loeb, and James Wyckoff; title: Model 1. Cultivating quality in teaching: a brief for professional standards -- Gary Sykes, with Marisa Burian-Fitgerald; title: Model 2. Cultivating success through multiple providers: a new state strategy for improving the quality of teacher preparation -- Bryan C. Hassel and Michele E. Sherburne; title: Model 3. A candidate-centered model for teacher preparation and licensure -- Kate Walsh; title: Model 4. Improving academic performance in U.S. Public Schools: why teacher licensing is (almost) irrelevant-- Michael Podgursky.