Skip to Main Content
It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.
| University Libraries
See Updates and FAQs for the latest library services updates.

EDUC 851: Research on Teacher Education

Resources related to teacher education research

Required Reading

The following are required reading from the Handbook of Research on Teaching (Fifth Edition) - LB1028 .H3115 2016
Fenwick Stacks
:

Biesta, G.J. & Stengel, B.S. Thinking Philosophically About Teaching, pp. 50-61
Examines four philosophical claims about teaching and the study of teaching.

Kafta, J.  In Search of a Grand Narrative: The Turbulent History of Teaching, Chapter 2, pp. 69-126
Examines historical research on who taught in American classrooms, who was taught, and what was taught.

Capella, E. & Aber, J.L. Teaching Beyond Achievement Tests: Perspectives From Developmental and Education Science, Chapter 4, pp. 249-348
Describes a conceptual framework to understand teaching for academic, personal, behavioral, and healthy development, then focuses on the nature and measurement of student outcomes beyond achievement tests.

Nasir, N.S, Scott, J., Trujillo, T. & Hernandez., L. Sociopolitical Context of Teaching, Chapter 5, pp 349-390
The fundamental concern in this chapter is the production of opportunity gaps that continually ensure unequal resources for different groups of students.

Cochran-Smith, M., Villegas, A.M.,Whalen Abrams, L. Chávez-Moreno, L.C., Mills,T., & Stern, R.  Research on Teacher Preparation: Charting the Landscape of a Sprawling Field, Ch 7, pp 439-548
Examines how teacher education research has responded to current challenges in education, lines or current research, line of study which need to be developed, and the relationship of major research practices in teacher preparation, and social, economic, and institutional power.

Faltis, C.J. & Valdes, G. Preparing Teachers for Teaching in and Advocating for Linguistically Diverse Classrooms: A Vade Mecum for Teacher Educators, Ch 8, pp 549-592
Focuses primarily on preservice teacher education and ways to support oral language development -listening and speaking- in mainstream classrooms.

Carter, P.L. & Darling-Hammond, L.D. Sociopolitical Context of Teaching, Chapter 5, pp 593-638
The fundamental concern in this chapter is the production of opportunity gaps that continually ensure unequal resources for different groups of students.

Klingner, J., Brownell, M., Mason, L.H., Sindelar, P.T., Benedict, A., Griffin, C., Lane, K., Israel, M., Peia Oakes, W., Menzies, H.M., Germer, K., & Park, Y. Teaching Students With Special Needs in the New Millennium, Chapter 10, pp 639-716
Examines what it takes to provide students with disabilities a high-quality, effective education and how such an education can be provided in maximally inclusive school environments particularly given that the demands placed on students in these environments are increasing.

Penuel, W.R. & Shepard, L.A. Assessment and Teaching, pp. 796-803
Focuses specifically on formative assessment and assessment for learning.

Rowan, B. & and Raudenbush, S.W. Teacher Evaluation in American Schools, 1159-1166
Examines the practice of teacher evaluation in American schools, focusing narrowly on formal evaluation of in-service teachers in Grade K-12 from the probationary period of employment through continuing service.

Recommended Reading

Darling-Hammond, L. (2006). Assessing teacher education: The usefulness of multiple measures for assessing program outcomes. Journal of Teacher Education, 57, 120-138. doi: 10.1177/0022487105283796 

Galluzzo, G. R., (May 5, 1999). Will the best and brightest teach? Education Week. Bethesda, MD: Editorial Projects in Education.  Retrieved from http://www.edweek.org

Garet, M., Porter, A., DeSimone, L., Birman, B., & Yoon, K. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915-945. doi: 10.3102/00028312038004915

Good, T. et al. (2006). How well do 1st year teachers teach: Does type of perspective make a difference? Journal of Teacher Education. 57, 410-430.  doi: 10.1177/0022487106291566    

Katz, L. G., & Raths, J. D. (1992). Six dilemmas in teacher education. Journal of Teacher Education, 43, 376-385. doi:  10.1177/0022487192043005007      

Katz, L. G., & Raths, J. D. (1985). Dispositions as goals for teacher education. Teaching and Teacher Education, 1, 301-307. doi: 10.1016/0742-051X(85)90018-6     

Samaras, A. P., Frank, T., Apollon Williams, M., Christopher, E., Rodick, W. H. (2016). A collective self-study to improve program coherence of clinical experiences. Studying Teacher Education, 2(12), 170-187. doi: 10.1080/17425964.2016.1192033 

Schalock H. D., Schalock, M. D., & Ayres, R. (2006). Scaling up research in teacher education: New demands on theories, measurement, and design. Journal of Teacher Education, 57,102-119.  doi: 10.1177/0022487105285615               

Sykes, G, Bird, T., & Kennedy, M. (2010). Teacher education: Its problems and some prospects. Journal of Teacher Education, 61, 464-476, doi:10.1177/0022487110375804  

Wilcox, D. R., & Samaras, A. P. (2009). Examining our Career Switcher teachers’ first year of teaching: Implications for alternative teacher education program design. Teacher Education Quarterly, 36(4), 173-191. Retrieved from http://www.teqjournal.org

Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: Report of the Committee on Teacher Education for the National Academy of Education. San Francisco: Jossey-Bass.
LB1715 .P733 2005
Fenwick stacks

Galluzzo, G. R., & Craig, J. (1990). Program evaluation in teacher education. In R. Houston (ed.), Handbook of Research on Teacher Education. New York: Macmillan.
LB1715 .H274 1990
Mercer Library/STC Stacks

Kennedy, M. M. (1996). Research genres in teacher education. In F.B. Murray, The Teacher Educator's Handbook. San Francisco: Jossey-Bass.
LB1737.5.U5 T43 1996
Fenwick stacks

Kennedy, M. M. (1996). Research genres in teacher education. In F.B. Murray, The Teacher Educator's Handbook. San Francisco: Jossey-Bass.   
LB1737.5.U5 T43 1996
Fenwick Sstacks

Kennedy, M. M. (2001). Incentives for scholarship in education programs. In W. G. Tierney (ed). Faculty Work in Schools of Education: Rethinking Roles and Rewards for the Twenty-first Century. Buffalo: State University of New York Press
LB1778.2 .F32 2001
Fenwick stacks

Lee, O., & Yarger, S. J. (1996). Modes of inquiry in research on teacher education. In J.S. Sikula, T. Buttery, & E. Guyton. Handbook of Research on Teacher Education (2nd ed.). New York: Macmillan.
LB1715 .H274 1996
Fenwick and Mercer stacks

Smith, B.O. (1980). A design for a school of pedagogy. Washington, D.C: U.S. Department of Education.
LB1715 .S47
Fenwick stacks
OR http://purl.fdlp.gov/GPO/gpo20624

Wilson, S., Floden, R. & Ferrini-Mundy, J. (2001). Teacher preparation research: Current knowledge, gaps and recommendations. Washington, DC: Center for the Study of Teaching and Policy.  http://www.education.uw.edu/ctp/sites/default/files/ctpmail/PDFs/TeacherPrep-WFFM-02-2001.pdf