Teacher Preparation

Authors: 
Pam Grossman, Karen Hammerness, Morva McDonald
Year: 
2009
Publication: 
Teachers and teaching: Theory and practice
Abstract: 
In this article, the authors provide an argument for future directions for teacher education, based on a re-conceptualization of teaching. The authors argue that teacher educators need to attend to the clinical aspects of practice and experiment with how best to help novices develop skilled practice. Taking clinical practice seriously will require teacher educators to add pedagogies of enactment to an existing repertoire of pedagogies of reflection and investigation. In order to make this shift, the authors contend that teacher educators will need to undo a number of historical divisions that underlie the education of teachers. These include the curricular divide between foundations and methods courses, as well as the separation between the university and schools. Finally, the authors propose that teacher education be organized around a core set of practices in which knowledge, skill, and professional identity are developed in the process of learning to practice during professional education.
APA citation: 

Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teacher: Re-imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273-290.

Authors: 
Donald Boyd, Pamela Grossman, Hamilton Lankford, Susanna Loeb, James Wyckoff
Year: 
2009
Publication: 
Educational Evaluation and Policy Analysis
Abstract: 
There are fierce debates over the best way to prepare teachers. Some argue that easing entry into teaching is necessary to attract strong candidates, while others argue that investing in high quality teacher preparation is the most promising approach. Most agree, however, that we lack a strong research basis for understanding how to prepare teachers. This paper is one of the first to estimate the effects of features of teachers' preparation on teachers' value-added to student test score performance in math and English Language Arts. Our results indicate variation across preparation programs in the average effectiveness of the teachers they are supplying to New York City schools. In particular, preparation directly linked to practice appears to benefit teachers in their first year.
APA citation: 

Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2009). Teacher preparation and student achievement. Evaluation and Policy Analysis, 31(4), 416-440.

Authors: 
Pam Grossman, Susanna Loeb
Year: 
2010
Publication: 
Educational Leadership
APA citation: 

Grossman, P., & Loeb, S. (2010). Learning multiple routes. Leadership, 67(8), 22-27.

Authors: 
Donald Boyd, Pamela Grossman, Marsha Ing, Hamilton Lankford, Susanna Loeb, Rachel H. O'Brien, James Wyckoff
Year: 
2011
Publication: 
Economics of Education Review
Abstract: 
As schools and districts seek to recruit teachers, individuals in non-teaching professions are an appealing possible pool. These potential teachers come with work experience and may have expertise that would serve them well in the classroom. While there has been substantial rhetoric assailing the virtues of teachers with prior professional experience, no research that we know of has assessed the effectiveness of these teachers in terms of student learning. This study uses data from New York City to assess the relative effectiveness and retention of career-switchers. It provides some evidence that these teachers are no more effective than other new teachers, and, in fact, they appear to be less effective at raising math scores of elementary and middle school students. There is little difference in overall transfer or leave rates between teachers with prior experience and other teachers, although career-switchers from college recommended programs do appear more likely to transfer schools.
APA citation: 

Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., O’Brien, R. H., & Wyckoff, J. (2011). The effectiveness and retention of teachers with prior career experience. Economics of Education Review, 30, 1229-1241.