A R T I C L E S

WHY EXCELLENT TEACHING MATTERS

There are not many who, when given an option, would choose to have a poor classroom teacher rather than a good one. But just how important is the teacher to student achievement and learning? Researchers are finding that the effect of good teaching is substantial and lasting. Perhaps the most well known research on this question was performed by William L. Sanders and June C. Rivers at the University of Tennessee.   ...MORE

GETTING TO GREAT: HOW TEACHERS BECOME EXCELLENT

The definition of a “highly qualified teacher” many states use as part of the federal “No Child Left Behind” legislation is a person who has a Bachelor’s Degree, a credential, and has passed tests in the subjects he or she teaches. But, initial preparation is just that – a baseline from which to begin one’s career and a start down the path toward lifelong learning. Yes, some teachers are “naturals” and demonstrate their talents early on. Nonetheless, getting to great teaching does not come automatically or easily, even for the naturals.   ...MORE

Resources & Research

Links to Other Resources

Click headings below to jump to a section for links to other Web sites with information on teaching:
Resources About Teaching
Standards for Teaching
Teacher Unions/Associations  

Research on Teaching

References and links to research on teaching and professional development, including the works cited in the articles "Why Excellent Teaching Matters" and "Getting to Great: How Teachers Become Excellent."

...click here for complete Bibliography list.

Resource Contacts
SCIENCE INSTRUCTION

Pamela Aschbacher
Director of Research
Caltech's Precollege Science Initiative
California Institute of Technology
Mailcode 1-98
1200 E. California Blvd.
Pasadena, CA 91125
(626) 395-8744
pama@caltech.edu

ASSESSMENT

Eva Baker
Professor
UCLA
(310) 206-1530
baker@cse.ucla.edu

MATH INSTRUCTION

Deborah Loewenberg Ball
Dean, School of Education
University of Michigan
(734) 647-1637
deborahball@umich.edu

EFFECTS OF SCHOOLING

Geoffrey D. Borman
Professor
Educational Leadership and Policy Analysis, Educational Policy Studies, and Educational Psychology
University of Wisconsin-Madison
1161D Educational Sciences Building
1025 West Johnson Street
Madison, WI 53706-1796
(608) 263-3688
gborman@education.wisc.edu

LITERACY AND WRITING INSTRUCTION

Lucy Calkins
Professor of English Education
Teachers College, Columbia University
Lmc71@columbia.edu

TEACHING AND PEDAGOGY

Gary Fenstermacher
Professor of Education Emeritus
University of Michigan
7623 S. Galileo Lane
Tucson, AZ 85747
(520) 207-4952
gfenster@umich.edu

TEACHERS AND TEACHER QUALITY

Dan Goldhaber
Research Professor
Evans School of Public Affairs
University of Washington
dgoldhab@u.washington.edu

Thomas Hatch
NCREST
Teachers College, Columbia University
525 W. 120th St., Box 110
New York, NY 10027
(212) 678-4087

TEACHER QUALITY, EFFECTS OF TEACHING

Kati Haycock
President
Education Trust
(202) 293-1217
KHaycock@edtrust.org

TEACHING CAREERS, TEACHER MENTORING

Ellen Moir
Executive Director of the New Teacher Center at the University of California, Santa Cruz
(831) 459-1305
moir@ucsc.edu

TEACHER QUALITY, EQUITY

Jeannie Oakes
Presidential Professor in Educational Equity
UCLA
Director, UCLA's Institute for Democracy Education & Access (IDEA)
www.ucla-idea.org
Director, UC All Campus Consortium on Research for Diversity (ACCORD) www.ucaccord.org
(310) 206-8725
oakes@ucla.edu