Teacher Quality and Student Achievement: A Review of State Policy Evidence

By G. Glass. 2000

3,670 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e65db547f91128d4aa016c787c76aad827fe25c9

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Citations in the corpus

An Event History Analysis of Teacher Attrition: Salary, Teacher Tracking, and Socially Disadvantaged Schools (2004, background): “Research has shown positive effects of both course taking in teaching methods (Darling-Hammond, 2000) and subject matter (Wenglinsky, 2000) on student achievement.”
Assessing Barriers to the Reform of U.S. Mathematics Instruction From an International Perspective (2005, background): “Possession of a degree in the field being taught is often used as an approximation of teachers’ content knowledge (e.g., Darling-Hammond, 2000; Goldhaber & Brewer, 1997, 2000; Monk & King, 1994).”
How Teacher Education Matters (2000, background): “(For a review of this literature, see Darling-Hammond, 1999b).”
Innovation and Impact in Teacher Education: Community-Based Organizations as Field Placements for Preservice Teachers (2011, background): “Teachers’ subject matter expertise, knowledge about teaching and learning, and knowledge about the students in their classrooms are important indicators of quality and are critical elements in the work of improving students’ learning opportunities (Darling-Hammond, 1999; Nye, Konstantopoulos, & Hedg”
Methodological Advances in Educational Effectiveness Research (2010, unknown): “with student achievement in practice (Borich 1992; Darling-Hammond 2000).”
The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation (2020, background): “Research into school effectiveness has revealed that the quality of teaching significantly influences student learning and engagement (Barth 1990; Darling-Hammond 2000; Hargreaves 1994; Kwakman 2003; Reeves 2010).”
Con Cariño: Teacher Caring, Math Self-Efficacy, and Math Achievement among Hispanic English Learners (2012, background): “Yet according to the collective research of scholars of teaching, competent teachers matter (Darling-Hammond, 1999; Ferguson, 1998; Goldhaber, 2002), and the quality of interpersonal teacher–student relations also counts (Midgley, Feldlaufer, & Eccles, 1989; Noddings, 1998).”
Teachers' Beliefs and Behaviors: What Really Matters?. (2015, background): “A number of American studies on the relationship between teacher’s scores on the National Teacher Examinations and the performance of their students have found little or no effect (Darling-Hammond, 2000).”
No more failures : ten steps to equity in education (2007, background): “Recent research reviews show that while effective teaching is particularly helpful for lower performers, they are often least likely to receive it (OECD, 2005j; Darling-Hammond, 2000).”
Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness (2020, background): “…research on school improvement over the past several decades has produced the conventional wisdom that the teacher is the most critical school-related factor that influences student learning and achievement (Coleman et al., 1966; Darling-Hammond, 2000; Ingersoll, 2001; Thoonen et al., 2011).”
Co-Constructors of Data, Co-constructors of Meaning: Teacher Professional Development in an Age of Accountability (2008, background): “…goals for student learning (Borko, 2004; Darling-Hammond, 2004; Firestone et al., 1999), and members of the international research community are considering how to link professional development to data (Borko, 2004; Darling-Hammond, 2000; Gilmore, 2002; Hextal & Mahony, 2000; Hill, 2000, 2003).”