Inequality and the Right to Learn: Access to Qualified Teachers in California's Public Schools.

By Linda Darling-Hammond. 2004

265 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/fc7e7397d80672935bbd0836aa186dc2ad50b517

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 Law

Citations in the corpus

Does teacher professional development affect content and pedagogical knowledge: How much and for how long? (2010, background): “This is particularly a concern for disadvantaged students who traditionally are taught by the least qualified teachers (Darling-Hammond, 2004).”
Teachers’ Knowledge About Early Reading: Effects on Students’ Gains in Reading Achievement (2011, background): “, poor and minority students with lower levels of entry-level achievement) are also taught by the least qualified teachers (Darling-Hammond, 2004).”
Exploration of the contribution of teachers’ knowledge about reading to their students’ improvement in reading (2009, background): “Arguably, understanding methods that are effective in improving teachers’ knowledge is most important for high poverty schools, as there is evidence that the least qualified teachers are found in the most needy schools (Darling-Hammond, 2004; Peske & Haycock, 2006).”
The Structure and Culture of Information Pathways: Rethinking Opportunity to Learn in Urban High Schools during the Ninth Grade Transition (2007, background): “…content (Delpit, 2006), inappropriate assessment (Noguera, 2005; Obiakor, Utley & Rotatori, 2003), unqualified teachers (Cooper & Jordan, 2003; Darling-Hammond, 2004a, 2004b), and school leadership (Cooper & Peebles, in press) one factor that warrants further investigation is the Opportunity…”
Competition, economic rationalization, increased surveillance, and attacks on diversity: Neo-liberalism and the transformation of teacher education in the U.S. (2010, background): “…many areas of the country to be taught by inexperienced teachers, teachers who have not completed a full-scale teacher education program, or teachers teaching outside of the fields inwhich they were prepared (Peske & Haycock, 2006; Also see Darling-Hammond, 2004; National Research Council, 2010).”
Black Male Perspectives on Their Educational Experiences in High School (2012, background): “Because many inexperienced teachers tend to lack classroom management skills, these professionals are more inclined to focus on discipline rather than academics (Darling-Hammond, 2004).”
The struggle for the soul of teaching and teacher education in the USA (2014, background): “Most of the teachers who enter the teaching force through one of the ‘fast track’ programmes in which novices are fully responsible for a classroom teach in poor urban and rural communities of colour (Darling-Hammond 2004; Lankford, Loeb, and Wyckoff 2002; Peske and Haycock 2006).”
Teacher Tradeoffs: Disentangling Teachers’ Preferences for Working Conditions and Student Demographics (2009, background): “Poor, non-White, and low-achieving students are far more likely to attend difficult-to-staff schools, characterized by high rates of teacher attrition and limited teacher applicant pools (Carey, 2004; Darling-Hammond, 2004; Education Trust– West, 2005; Esch et al., 2005).”