The Search for Highly Qualified Teachers

Berry, Barnett; Hoke, Mandy; Hirsch, Eric

doi:10.1177/003172170408500909

Cited by 31 publications

(24 citation statements)

References 3 publications

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“…Others have noted the specific attention of NCLB to disaggregating subgroup performance and believe this has important potential to call attention to the reasons underlying inequities in performance (Ladson-Billings and Tate 2006; Sunderman 2008). Berry et al (2004) focused on the law's attention to teacher quality and argued that the NCLB has narrowed the definition of good teaching to mean conveying content at the expense of richer teaching experience, development of the whole child, and the fostering of social skills.…”

Section: The Ratcheting Up Of Test-based Accountabilitymentioning

confidence: 99%

Can high stakes testing leverage educational improvement? Prospects from the last decade of testing and accountability reform

Supovitz

2009

J Educ Change

120

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This article examines major trends in testing and accountability reform in the United States over the past decade. The review covers the apex and decline of the national experimentation with a range of alternative assessments and the rise of test-based accountability as a central policy initiative. These trends signify that testing has become a widely utilized instrument for educational reform in America. Research on these trends indicates that high stakes testing does motivate teachers and administrators to change their practices, yet the changes they motivate tend to be more superficial adjustments in content coverage and test preparation activities rather than promoting deeper improvements in instructional practice. Further, the information provided by large scale assessments is primarily useful to measure school and system progress, but of more limited utility for instructional guidance. Most problematic is that the high stakes testing system in America has been repeatedly promoted as a substantive reform in itself. However, high stakes testing is a relatively weak intervention because, while it reveals shortcomings, it does not contain the guidance and expertise to inform response. The article concludes with suggestions on how to capitalize on the strengths of high stakes testing while minimizing its shortcomings.

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Section: The Ratcheting Up Of Test-based Accountabilitymentioning

confidence: 99%

Can high stakes testing leverage educational improvement? Prospects from the last decade of testing and accountability reform

Supovitz

2009

J Educ Change

120

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“…With research suggesting that HQTs are a significant factor in the quality of student achievement (Berry, Hoke and Hirsch 2004) and that teacher certification is associated with higher student achievement or more significant achievement gains (Wayne and Youngs 2003), the issue of out-of-field teaching requires further attention. Learners whose educators know their subjects perform better than learners whose educators lack core knowledge of the subject they teach (Du Plessis 2005).…”

mentioning

confidence: 99%

Reconceptualising out-of-field teaching: experiences of rural teachers in Western Australia

Sharplin

2014

Educational Research

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Background: Out-of-field teaching (generally defined as a situation where teachers are appointed to areas or phases of learning for which they have no formal qualifications) is an international phenomenon that can impact on the educational experiences of students. Teachers in rural and difficult to staff schools are frequently appointed out-of-field due to teacher shortages. Their lack of qualifications and experience relevant to their appointment can present significant challenges to their induction within the profession. Purpose: From a broader study of the experiences of teachers appointed to rural and remote government schools in their first years of appointment, out-of-field teaching emerged as a significant issue. This paper examines the experiences of out-of-field teachers in rural Western Australia. Sample: The participants were 29 teachers commencing employment at 17 rural/ remote Department of Education schools in Western Australia: six multiple case locations and 11 single case sites were included. Four categories of teachers (young novice, mature aged novice, interstate educated and overseas-educated teachers) were identified as groups frequently recruited to fill vacancies in rural/remote schools. Design and methods: The collective case study was conducted in the qualitative, interpretivist paradigm, seeking to understand the lived experiences of participants. Data were collected through: an initial questionnaire; a series of telephone interviews; site visits; and email contact for up to 15 months. Data were initially analysed using inductive processes generating codes and categories; later, more emergent, grounded theory approaches were used. Findings: Six categories were formulated to describe the fit between participants' qualifications and experiences and their appointment: role-congruence; role-displacement; phase-displacement; role-stretched and phase-stretched. In this small study, nearly half the participants were assigned to roles and/or phases of learning that were categorised as 'incongruent'. Mis-assigned teachers were more likely to leave their appointments than role-and phase-congruent participants and more likely to express dissatisfaction with quality of worklife. Conclusions: Out-of-field teaching emerged as an important issue that can impact on teachers' sense of efficacy and teacher attrition. When teachers are mis-assigned, it is suggested that systems and schools should provide support structures to assist teachers to develop their competence and to reduce the potential negative impact on teachers and learners. The proposed framework for categorising out-of-field teaching is presented as a tool for further exploration within future research in this area.

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“…The law also appears to add a burden to special education by requiring that all teachers be highly qualified in their academic areas. As stated, highly qualified teachers "must hold at least a bachelor's degree from a four year institution; hold full state certification; and demonstrate competence in their subject area" (Berry, Hoke, & Hirsch, 2004). Highly qualified also refers to the fact that if a special education teacher is the teacher of record for a certain subject (teaching math or language arts in the resource room) then they must also be highly qualified for the subject that they are teaching (Zirkel, 2007).…”

Section: Teacher Shortagesmentioning

confidence: 99%

Teacher efficacy, teacher burnout, and attitudes toward students with autism.

Skuller¹

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The Search for Highly Qualified Teachers

Cited by 31 publications

References 3 publications

Can high stakes testing leverage educational improvement? Prospects from the last decade of testing and accountability reform

Can high stakes testing leverage educational improvement? Prospects from the last decade of testing and accountability reform

Reconceptualising out-of-field teaching: experiences of rural teachers in Western Australia

Teacher efficacy, teacher burnout, and attitudes toward students with autism.

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