Assessing Assessment in Teacher Education

Apple, M. (2001). Markets, standards, teaching, and teacher education. Journal of Teacher Education, 52(3), 182-195.

Cochran-Smith, M. (2000). Editorial: The questions that drive reform. Journal of Teacher Education, 51(5), 331-333.

Cochran-Smith, M. (2001). The outcomes question in teacher education. Teaching & Teacher Education, 17(5), 527-546.

Darling-Hammond, L., & Youngs, P. (2002). Defining “highly qualified teachers”: What does “scientifically-based research” actually tell us? Educational Researcher, 31(9), 13-25.

Dill, W. (1998). Specialized accreditation: An idea whose time has come? Or gone? Change, pp. 18-25.

Graham, P., Lyman, R., & Trow, M. (1998). Accountability of colleges and universities: An essay. New York: Columbia University Press.

Laczko-Kerr, I., & Berliner, D. C. (2002). The effectiveness of “Teach for America” and other under-certified teachers on student academic achievement: A case of harmful public policy. Education Policy Analysis Archives, 10(37).

Maloy, R., Pine, G., & Seidman, I. (2002). Massachusetts teacher preparation and induction study report on first year findings (National Education Association Professional Development School Research Project Teacher Quality Study).

Ohio Partnership for Accountability. (2002). Teacher education and student achievement in complex contexts of accountability. Dayton, OH: Ohio Partnership for Accountability.

Schalock, D., Schalock, M., & Ayers, R. (2003, January). Teacher preparation effects in the classroom: Findings from a 3-year longitudinal study. Paper presented at the American Association of Colleges for Teacher Education, New Orleans.

U.S. Department of Education. (2002). Meeting the highly qualified teachers challenge, The Secretary's annual report on teacher quality. Washington, DC: Author, Office of Postsecondary Education.

Weiner, L. (2000). Research in the 90s: Implications for urban teacher preparation. Review of Educational Research, 70(3), 369-406.