Does Teacher Certification Matter? Evaluating the Evidence

By Linda Darling-Hammond, Barnett Berry, Amy Thoreson. 2001

490 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/f2200602069b23de8b869ede3cc023c463e4760e

How researchers see this paper

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

In Education

In Information Systems and Management

Citations in the corpus

Defining “Highly Qualified Teachers”: What Does “Scientifically-Based Research” Actually Tell Us? (2002, methodology): “In an analysis of covariance that controlled for students’ pretest scores and teachers’ degrees and experience, the students of this subsample of teachers had lower achievement than those of the more experienced and traditionally trained teachers ( Darling-Hammond, Berry, & Thoreson, 2001 ).”
The Elusive Relationship Between Teacher Characteristics and Student Academic Growth: A Longitudinal Multilevel Model for Change (2007, background): “Many advocate that teacher effectiveness is the primary influence on gains in student achievement (Darling-Hammond 2000; Darling-Hammond et al. 2001; Darling-Hammond and Youngs 2002; Wayne and Youngs 2003).”
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, result): “Our mixed findings for certification are consistent with earlier studies (Darling-Hammond et al., 2001; Goldhaber & Brewer, 2000; Smith et al., 2005).”
Influence of teacher characteristics on students' academic achievement among secondary schools (2013, background): “Some of these reforms call for the professionalization of teacher education by making it longer, upgrading it to graduate programs, and regulating it through mechanisms of licensure, certification, and promotion aligned with standards (Darling-Hammond et al., 2001; 2002).”
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement (2005, background): “Grossman (1990), for example, articulated how teachers’ orientations to literature shaped the ways in which they approached texts with their students. And Wilson and Wineburg (1988) showed how social studies teachers’ disciplinary backgrounds –– political science, anthropology, sociology –– shaped t”
Teacher Characteristics and Student Achievement Gains: A Review (2003, methodology): “2 Differences in interpretation are evident in several recent reatments, including Ballou and Podgursky (1999, 2000); Darling-Hammond (1999b, 2001); Darling-Hammond, Berry, and Thoreson (2001); Goldhaber and Brewer (2001); and Walsh (2001).”