Variation in Teacher Preparation

By Linda Darling-Hammond, Ruth R. Chung, Fred Frelow. 2002

679 citations recorded by the source corpus.

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Citations in the corpus

How Prepared are the U. S. Preservice Teachers to Teach English Language Learners (2010, methodology): “Twenty-seven questions pertaining to the students’ attitudes, beliefs, and self-efficacy were presented in random order within the survey based on a survey by Darling-Hammond et al. (2002).”
The Impact of Preservice Preparation and Early Career Support on Novice Teachers’ Career Intentions and Decisions (2013, background): “Nonetheless, it is very similar to that used by Darling-Hammond et al. (2002), which enables us to compare our results with theirs. Moreover, as Kee (2012) noted, teachers’ subjective perceptions of their preparation and impact have been found in multiple studies to be tied to their career decisions”
Does Teacher Preparation Matter for Beginning Teachers in Either Special or General Education? (2007, result): “Similarly, the results of research on general education teachers (GETs) in a large school district ( Darling-Hammond, Chung, & Frelow, 2002 ) indicated that more extensively prepared teachers from traditional programs reported being significantly better prepared to teach subject matter, develop curr”
Do Professional Development Schools Reduce Teacher Attrition? (2007, background): “The preservice teachers’ preparation experience provides an opportunity to build resiliency skills and at the same time a foundation of teacher efficacy by providing them confidence through preparedness ( Darling-Hammond, Chung, & Frelow, 2002 ).”
Early career teachers’ intentions to leave the profession: The complex relationships among preservice education, early career support, and job satisfaction (2019, methodology): “Attrition and Teacher PSE The quality of teacher PSE, as self-reported by ECTs, impacts significantly upon rates of retention (Darling-Hammond et al., 2002; DeAngelis et al., 2013).”
Developing Preservice Teachers' Self-Efficacy through Field-Based Science Teaching Practice with Elementary Students. (2015, background): “Important to note in a study by Darling-Hammond, Chung, and Frelow (2002) is that survey data from 3,000 teacher education graduates indicated that they rated their preparation as less than adequate for teaching English learners and special education students, although these graduates rated their…”
Feelings of Preparedness Among Alternatively Certified Teachers (2011, background): “For example, Darling-Hammond, Chung, and Frelow (2002) analyzed results from a 1998 survey of early-career teachers employed in New York City.”
What characterises a good practicum in teacher education? (2011, background): “Even so, teachers with teacher education are more satisfied than those without (Darling-Hammond et al., 2002) and more content with their education in retrospect (Beck & Kosnik, 2009; SINTEF, 2006), so it seems that the preparation of teachers does play a role after all.”