“Highly Qualified” to Do What? The Relationship Between NCLB Teacher Quality Mandates and the Use of Reform-Oriented Instruction in Middle School Mathematics

By Thomas M. Smith, Laura Desimone, Koji Ueno. 2005

166 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/44100d14d1b0b4adb0d2484575cd61f56749c7b1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Andrew T. Lumpe
2. Jodi J. Haney
3. Charlene M. Czerniak
4. Svetlana A. Beltyukova
5. J. VanTassel-Baska
6. D. Long
7. Laura Desimone
8. Tamra Stambaugh

In Information Systems and Management

1. Svetlana A. Beltyukova
2. Andrew T. Lumpe
3. Charlene M. Czerniak
4. Jodi J. Haney
5. D. Long
6. Laura Desimone
7. Melissa D. Boston
8. Theodore J. Kopcha

Citations in the corpus

• Teachers’ Education and Outcomes: Mapping the Research Terrain (2012, unknown): “Several studies, including Strunk and Robinson (2006) and Smith, Desimone, and Ueno (2005), used hierarchical linear models to account for factors at the student, classroom, and sometimes the school or state level.”
• A Study of Differentiated Instructional Change Over 3 Years (2008, background): “Smith, Desimone, and Ueno (2005) found in their secondary analysis of the National Assessment of Educational Progress data that preparedness to teach mathematics content and participation in content-related professional development activities was associated with reform-oriented teaching.”
• Teacher Effects and the Achievement Gap: Do Teacher and Teaching Quality Influence the Achievement Gap between Black and White and High- and Low-SES Students in the Early Grades? (2010, background): “…Shields, & Turnbull, 1992; Smith, Lee, & Newmann, 2001), but that compared with their high- and midachieving counterparts, low-achieving students receive less conceptual and more procedural instruction on average (Knapp & Shields, 1990; Kozma & Croninger 1992; Levine, 1988; Smith et al., 2005).”
• Beliefs about Teaching Science: The relationship between elementary teachers’ participation in professional development and student achievement (2012, background): “Teacher professional development as a means toward developing quality teachers is cited as a significant variable in determining school policy, setting classroom practices, and ultimately impacting student learning (Borko, 2004 ; Desimone, Smith, & Frisvold, 2007 ; Desimone, Smith, Hayes, & Frisvo”