Ignoring the Policy Makers to Improve Teacher Preparation

Allington, R. L. (1999). Crafting state educational policy: The slippery role of educational research and researchers. Journal of Literacy Research, 31, 457-482.

Allington, R. L. (2001). Does state and federal reading policymaking matter? In T. Loveless (Ed.), The great curriculum debate (pp. 268-298). Washington, DC: Brookings Institution.

Allington, R. L. (2002). Big brother and the national reading curriculum: How ideology trumped evidence. Portsmouth, NH: Heinemann.

Allington, R. L. , & Nowak, R. (2004). “Proven programs” and other unscientific ideas. In C. C. Block , D. Lapp , E. J. Cooper , J. Flood , N. Roser , & J. V. Tinajero (Eds.), Teaching all the children: Strategies for developing literacy in an urban setting (pp. 93-102). New York: Guilford.

Cochran-Smith, M. (2002). Reporting on teacher quality: The politics of politics. Journal of Teacher Education, 53, 379-382.

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

Elmore, R. F. , & Rothman, R. (Eds.). (1999). Testing, teaching, and learning: A guide for states and school districts. Washington, DC: National Academy Press.

Ferguson, R. F. (1991). Paying for public education: New evidence on how and whymoneymatters. Harvard Journal on Legislation, 28, 465-497.

Frohlich, E. D. (2003). Treating hypertension—What are we to believe? New England Journal of Medicine, 348(7), 639-642.

Hillocks, G. (2002). The testing trap: How state writing assessments control learning. New York: Teachers College Press.

Hitt, J. (2001, December 9). Evidence-based medicine. The New York Times Magazine, p. 22-22.

Hoffman, J. V. , & Roller, C. M. (2001). The IRA Excellence in Reading Teacher Preparation Commission report: Current practices in teacher education at the undergraduate level. In C. M. Roller (Ed.), Learning to teach reading: Setting the research agenda (pp. 32-79). Newark, DE: International Reading Association.

Johnson, D. D. , Johnson, B. , Farenga, S. J. , & Ness, D. (2005). Trivializing teacher education: The accreditation squeeze. Lanham, MD: Rowman & Littlefield.

Paris, S. G. , & Urdan, T. (2000). Policies and practices of high-stakes testing that influence teachers and schools. Issues in Education: Contributions From Psychology, 6, 5-26.

Podgursky, M. (2004). Model 4: Improving academic performance in U.S. public schools: Why teacher licensing is (almost) irrelevant. In F. M. Hess , A. J. Rotherham , & K. Walsh (Eds.) A qualified teacher in every classroom? Appraising old answers and new ideas (pp. 231-252). Cambridge, MA: Harvard Education Publishing Group.

Wise, A. E. (1979). Legislated learning: The bureaucratization of the American classroom. Berkeley: University of California Press.