Alternative Routes to Teaching: The Impacts of Teach For America on Student Achievement and Other Outcomes

By Steven Glazerman Daniel P Mayer Paul T Decker. 2006

224 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/345f40b9c52f805cf4ec3e51d851f77164f5ea00

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In Education

Citations in the corpus

The struggle for the soul of teaching and teacher education in the USA (2014, background): “Although the research on the effects of different pathways to teaching is not conclusive (e.g. Constantine et al. 2009; Decker, Mayer, and Glazerman 2006; Helig and Jez 2010; National Research Council 2010), there is some evidence of a ‘learning loss’ by pupils as underprepared beginning teachers…”
Easy in, Easy out (2016, background): “With evidence of greater effectiveness among TFA teachers (Glazerman et al., 2006; Kane et al., 2008; Xu et al., 2011), these studies generally contend Alternatively Certified Teachers’ Turnover Rates”
The Production of Human Capital in Developed Countries: Evidence from 196 Randomized Field Experiments (2016, unknown): “[112] Glazerman, Steven, Daniel Mayer, and Paul Decker.”
The Gateway to the Profession: Assessing Teacher Preparation Programs Based on Student Achievement. CEDR Working Paper No. 2011-2.0. (2013, methodology): “9 See, for instance, Darling-Hammond (1999), Goldhaber and Brewer (2000), Glazerman et al. (2006). 10 The study also found little evidence that either the content or extent of teacher training coursework completed by alternative route teachers was associated with the achievement of their students.”
Teachers’ Education and Outcomes: Mapping the Research Terrain (2012, background): “(Glazerman et al., 2006, p. 77), “How do the achievement gains of students differ by the teaching pathway of their teachers?””