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