Defining “Highly Qualified Teachers”: What Does “Scientifically-Based Research” Actually Tell Us?

By Linda Darling-Hammond, Peter A. Youngs. 2002

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View Paper: https://www.semanticscholar.org/paper/c7b3b54f531340a712a8499b81417c8672384c72

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Citations in the corpus

The Effects of Teacher Qualification, Teacher Self-Efficacy, and Classroom Practices on Fifth Graders' Literacy Outcomes (2012, result): “These results do not support other findings suggesting that teachers’ educational levels predict student outcomes (Connor et al., 2005; Darling-Hammond & Youngs, 2002).”
Assessing Teacher Education (2006, background): “…whether and how preparation influences teachers’ effectiveness, especially their ability to increase student learning in measurable ways (see, e.g., Darling-Hammond, 2000, in response to Ballou & Podgursky, 2000; Darling-Hammond & Youngs, 2002, in response to U.S. Department of Education, 2002).”
Approaches to Evaluating Teacher Effectiveness: A Research Synthesis. (2008, background): “…as well as in policy documents, standards, and reports (e.g., Berry, 2004; Brophy & Good, 1986; Campbell et al., 2003, 2004; Cheng & Tsui, 1999; Darling-Hammond & Youngs, 2002; Englert, Tarrant, & Mariage, 1992; Fenstermacher & Richardson, 2005; Gentilucci, 2004; Hamre & Pianta, 2005;…”
Entering the Emotional Practices of Teaching (2009, background): “For example, in the United States teacher education programs have been increasingly regarded by the government as unnecessary, although evidence supports the impact of student teaching and education coursework as important to teacher effectiveness and retention (Darling-Hammond and Youngs 2002).”
Assessing Teacher, Classroom, and School Effects, Including Fiscal Effects (2004, background): “The literature on whether teacher licensure has an impact has been quite mixed (Darling-Hammond & Youngs, 2002; Goldhaber & Brewer, 1999, 2000).”
Initial and changing student teacher motivation and commitment to teaching (2008, background): “…commitment to children, the possibilities for professional freedom and supportive colleagues have been found to positively affect teacher retention (Darling-Hammond & Youngs, 2002; Darling-Hammond, Chung & Frelow, 2002; Dinham & Scott, 1997; Laczko-Kerr & Berliner, 2002; Webb, Vulliamy,…”
Mapping the terrain: Teach For America, charter school reform, and corporate sponsorship (2014, positive): “…Taylor 2011), while others challenge this research methodology (Kovacs and Slate-Young 2013) and otherwise show that TFA’s short training insufficiently prepares corps members and the two-year commitment further deprofessionalizes teaching (Darling-Hammond 1994; Darling-Hammond and Youngs 2002).”
Developing effective beginning teachers through mentor‐based induction (2004, background): “Current discussions (e.g. Darling-Hammond & Youngs, 2002; Goldhaber & Brewer, 2000) have assumed that being quali®ed to teach is based on what happens prior to getting a job as a teacher.”
How Does the Quality and Stability of the Teaching Force Influence the Research-to-Practice Gap? (2008, background): “Several investigations have been conducted to address which aspects of teacher preparation influence student outcomes (see Darling-Hammond & Youngs, 2002, and Wilson et al., 2002, for reviews of this research).”
Quality teaching and values education: coalescing for effective learning (2008, background): “In the search for the successful restructuring of schools for the benefit of student achievement, Darling-Hammond (1996, 1998, 2000; Darling-Hammond & Youngs, 2002), a member of the 1994 Carnegie Task Force, engaged in intensive work that underlined the crucial role of the teacher.”