Home Environments for Learning

Walberg, H.J. & Paik, S.J. 1997. Home environments for learning. In: Walberg, H.J. & Haertel, G.D., eds. Psychology and educational practice, p. 356-68. Berkeley, CA, McCutchan Publishing. This chapter emphasizes the influence of the home environment on learning within and outside school. It summarizes research on the home environment including home-based reinforcement, home instruction, homework, and other educational and psychological activities in the home. This work suggests that alterable features of the home environment may be changed to … Read More

Teacher Certification Reconsidered

Teacher Certification Reconsidered: Stumbling for Quality (click here for full article) (Click here to download the PDF of this article) By Kate Walsh Baltimore, MD: The Abell Foundation, October, 2001.   Briefing Policymakers and the public assume that trained and certified teachers are better teachers. Aspiring teachers spend years taking education courses. Billions are spent on training programs. Public schools in all states are required to hire certified teachers. But is there evidence that trained and certified (some … Read More

Meeting the Highly Qualified Teachers Challenge

(click here for full article) (Click here to download the PDF of this article) The Secretary’s Annual Report on Teacher Quality Office of Postsecondary Education Washington, DC: U. S. Department of Education, 2002   Briefing Meeting the Highly Qualified Teachers Challenge is a U. S. Department of Education (USDOE) report on the quality of America’s teacher training. Drawing upon the data compiled under Title II of the 1998 Higher Education Act, the report is a guide to the … Read More

Private Sector Alternatives for Preventing Reading Failure

Groff, P.  (1987).  Private sector alternatives for preventing reading failure, Washington, DC:  National Advisory Council on Educational Research and Improvement. Editor’s note:  Chapters IV-VI contain outdated names, addresses, and references, and therefore were omitted _________________ A directory of national organizations providing a rationale for their need;  An assessment of the professional training they provide for prospective or inservice teachers of reading By Patrick Groff, Professor of Education San Diego State University   I. Introduction The major purpose of … Read More

The Value-Added Achievement Gains of NBPTS

The Value-Added Achievement Gains of NBPTS-Certified Teachers in Tennessee: A Brief Report J. E. Stone, Ed.D. College of Education East Tennessee State University   Introduction The National Board for Professional Teaching Standards (NBPTS) was established in 1987. Funded principally by the Carnegie Foundation, major teacher unions, and the U. S. Department of Education, its mission is to set advanced proficiency standards for teachers and to certify teachers who meet those standards. Teachers pay $2,300 to be evaluated by … Read More

Value-Added Achievement Gains of NBPTS

Value-Added Achievement Gains of NBPTS-Certified Teachers in Tennessee: A Brief Report (click here for full article) (click here to download a PDF of this article) By J. E. Stone, Ed.D. College of Education East Tennessee State University   Briefing The National Board for Professional Teaching Standards (NBPTS) was established in 1987. Funded principally by the Carnegie Foundation, major teacher unions, and the U. S. Department of Education, its mission is to set advanced proficiency standards for teachers and … Read More

Teacher Reform Gone Astray

(click here for full article) (click here to download a PDF of this article) By Chester E. Finn, Jr. In Our Schools and Our Future . . . Are We Still at Risk?, Paul E. Peterson, ed., Stanford, CA: Hoover Institution, 2003.    Briefing In Teacher Reform Gone Astray, Chester E. Finn, Jr. reviews efforts that have been made on improving teacher quality since A Nation at Risk was published in 1983. Finn argues that the teacher education … Read More

Reflections on Class Size and Teacher Quality

(click here for full article) (click here to download a PDF of this article) By Jennifer Buckingham Issue Analysis (No. 29a), St Leonards, NSW, Australia: Centre for Independent Studies, March 21, 2003.   Briefing Reducing class size is one of the most widely known and intuitively appealing school reforms. It is also one of the most hotly debated. Jennifer Buckingham of the Australia/New Zealand-based Centre for Independent Studies reviewed the research on class size and student achievement, summarizing … Read More

The Real Value of Teachers

The Real Value of Teachers: Using New Information about Teacher Effectiveness to Close the Achievement Gap” (click here for full article) (click here to download a PDF of this article) By Kevin Carey Thinking K-16, Vol. 8, Issue 1, Winter 2004.   Briefing If it ain’t broke, don’t fix it. Tennessee’s Value Added Assessment System (TVAAS) has been widely hailed as the nation’s best. It should be maintained if not expanded. Created in the early 1990s, the TVAAS … Read More

The Gentleman’s A

(click here for full article) (click here to download a PDF of this article) By David N. Figlio, University of Florida and Maurice E. Lucas, Alachua County Schools Education Next, Vol. 4, No. 2, Spring 2004. p. 60-68.   Briefing This study found that students taught by tough-grading teachers learn more in school. Unfortunately, it also found that parents have a more favorable view of teachers who are easy-graders. Author David N. Figlio is a professor of economics … Read More

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