Tear Down This Wall: The Case for a Radical Overhaul of Teacher Certification.

By Frederick M. Hess. 2002

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Models and Measures of Beginning Teacher Quality (2006, methodology): “Drawing on analyses of a subset of teacher quality studies in which student outcomes were used as a dependent variable (Hess, 2001; Walsh, 2001), the No Child Left Behind Act (NCLB; 2001) challenged traditional concepts of good teaching by emphasizing content mastery and verbal ability and downplayi”
An Evaluation of Teachers Trained through Different Routes to Certification. Final Report. NCEE 2009-4043. (2009, background): “Some critics contend that the coursework required by TC (and some AC) programs is excessive and unnecessarily burdensome (Finn 2003; Hess 2001), providing little benefit while discouraging 11 Throughout the report we use “AC” to denote alternative routes to certification programs and “TC” to denote…”
The value added by teacher education (2008, background): “There is, among those outside the teacher education community, a general skepticism about the merit and value of courses taken in teacher education programs per se (Conant, 1963; Damerell, 1985; Hess, 2001; Kramer, 1991; Labaree, 2004; Lagemann, 1999).”