Literature Review on Teacher Education in the 21st Century

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REFERENCES

Abbott, L., Moran, A. and Clarke, L. (2009) Northern Ireland beginning teachers' experiences of induction: The 'haves' and the 'have nots'. European Journal of Teacher Education, 32(2), 95-110.

Abell Foundation (2001) Teacher certification reconsidered: Stumbling for quality. In: Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J. and Demers, K. E. (Eds.) Handbook of Research on Teacher Education, Lawrence Erlbaum (pp. 1062-3).

Adams, P. (2008) Considering 'best practice': The social construction of teacher activity and pupil learning as performance. Cambridge Journal of Education, 38(3), 375-392.

AEEYSOC National Standards Expert Working Group (2010) National Professional Standards for Teachers. Draft 12 February 2010. Available from: http://www.mceecdya.edu.au/verve/_resources/NPST-DRAFT_National_Professional_Standards_for_Teachers.pdf

Alexander, R. (Ed.) (2009 ) Children, Their World, Their Education: Final Report and Recommendations of the Cambridge Primary Review. London, Routledge.

Allan, J. (2009) After the break? Interrupting the discourses of interprofessional practice. In Forbes, J. and Watson, C. (Eds.) Service Integration in Schools. Rotterdam, Sense (pp. 37-50).

Allen, A., Black, P. and Wallin, H. (2002) An Evaluation Report on the LUMA Programme prepared for the Ministry of Education. Available from: http://www.oph.fi/instancedata/prime_product_julkaisu/oph/embeds/48077_LUMA_evaluation_report_short.pdf

Altrichter, H., Feldman, A., Posch, P. and Somekh, B. (2006) Teachers Investigate Their Work: An Introduction to Action Research Across the Professions, London: Routledge.

Audit Scotland (2006) A mid-term report. A first stage review of the cost and implementation of the teachers' agreement A Teaching Profession for the 21 st Century. May 2006.

Baird, A. (1996) Primary partnership: The forgotten partner. Welsh Journal of Education, 5, 66-79.

Ballou, D. (2003) Certifying accomplished teachers: A critical look at the National Board for Professional Teaching Standards. Peabody Journal of Education, 78(4), 201-219.

Ballou, D. and M. Podgursky (2000a) Reforming teacher preparation and licensing: Continuing the debate. Teachers College Record, 102(1), 5-27.

Ballou, D. and M. Podgursky (2000b) Reforming teacher preparation and licensing: What is the evidence? Teachers College Record, 102(1), 2-7.

Bates, R. (2004) Regulation and autonomy in teacher education: Government, community or democracy? Journal of Education for Teaching, 30(2), 117-130.

Baumfield, V. M., Butterworth, M. and Edwards, G. (2005) The impact of the implementation of thinking skills programmes and approaches on teachers. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.

Ben-Peretz, M., Kleeman, S., Reichenberg, R. and Shimoni, S. (2010) Educators of educators: their goals, perceptions and practices. Professional Development in Education. 36(1-2), 111-129.

Bolam, R. and Weindling, D. (2006) Synthesis of Research and Evaluation Projects Concerned with Capacity-Building through Teachers' Professional Development. Available from: http://www.gtce.org.uk/shared/contentlibs/126795/93128/168771/ex_summary.pdf

Bonnet, G. (2002) Reflections in a critical eye: On the pitfalls of international assessment. Knowledge and skills for life: First results from PISA 2000. Assessment in Education, 9(3), 388-399.

Borko, H., Stecher, B. M., Alonzo, A.C., Moncure, S. and McClam, S. (2005) Artefact Packages for Characterizing Classroom Practice: A Pilot Study. Educational Assessment, 10(2), 73-104.

Borko, H., Whitcomb, J. and Byrnes, K. (2008) Genres of research in teacher education. In: Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J. and Demers, K. E. (Eds.) Handbook of Research on Teacher Education. New York, Routledge (pp. 1017-1049).

Boyd, D., Lankford, H., Loeb, S., Rockoff, J. and Wyckoff, J. (2007) The Narrowing Gap in New York City Teacher Qualifications and its Implications for Student Achievement in High-Poverty Schools. Center for the Analysis of Longitudinal Data in Education Research. Available from:

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Boyle, B., Lamprianou, I. and Boyle, T. (2005) A longitudinal study of teacher change: what makes professional development effective? Report of the second year of study. School Effectiveness and School Improvement, 16(1), 1-27.

Boyle, W., While, D. and Boyle, T. (2004) A longitudinal study of teacher change: What makes professional development effective? Curriculum Journal, 15(1), 45-68.

Bracey, G. (2008) The 18th Bracey Report on the condition of public education: Schools-are-awful bloc still busy in 2008. PISA leans, maybe falls. Phi Delta Kappan, 90(2), 103-114.

Bradshaw, J., Sturman, L., Vappula, H., Ager, R. & Wheater, R. (2007a) Student Achievement in Northern Ireland: Results in Science, Mathematics and Reading among 15-year-olds from the OECDPISA 2006 study ( OECD Programme for International Student Assessment). Slough: NFER. Available from: http://www.nfer.ac.uk/nfer/publications/NPC04/NPC04.pdf

Bradshaw, J., Sturman, L., Vappula, H., Ager, R. & Wheater, R. (2007b) Achievement of 15-year-olds in England: PISA 2006 National Report ( OECD Programme for International Student Assessment). Slough: NFER. Available from: http://www.nfer.ac.uk/nfer/publications/NPC02/NPC02.pdf

Bradshaw, J., Sturman, L., Vappula, H., Ager, R. & Wheater, R. (2007c) Achievement of 15-year-olds in England: PISA 2006 National Report ( OECD Programme for International Student Assessment). Slough: NFER. Available from: http://www.nfer.ac.uk/nfer/publications/NPC03/NPC03.pdf

Brandt, C., Mathers, C., Oliva, M., Brown-Sims, M. and Hess, J. (2007) Examining District Guidance to Schools on Teacher Evaluation Policies in the Midwest Region. Washington, DC, US Department of Education, Institute of Education Sciences.

Brannan, L. and Reichardt, R. (2002) Alternative Teacher Education: A Review of Selected Literature. Boulder CO: Western Interstate Commission for Higher Education. Available from: http://www.mcrel.org/PDF/TeacherPrepRetention/5021RR_4007_AltLitReview.pdf

Brighouse, T. (2008) Putting professional development centre stage. Oxford Review of Education, 34(3), 313-323.

Brisard, E., Menter, I. and Smith, I. (2005) Models of Partnership in Initial Teacher Education. Full Report of a Systematic Literature Review Commissioned by the General Teaching Council for Scotland. GTCS Research, Research Publication No.2, September, Edinburgh: GTCS.

Brisard, E., Menter, I. and Smith, I. (2007) Researching trends in initial teacher education policy and practice in an era of globalisation and devolution: A rationale and a methodology for an Anglo-Scottish 'home international' study. Comparative Education, 43, 207-229.

Brouwer, N. (2007) Alternative teacher education in the Netherlands 2000-2005. A standards-based synthesis. European Journal of Teacher Education, 30(1), 21-40.

Bryce, T. (2008) 'Assessment in Scottish schools' in Bryce, T. and Humes, W. (Eds.) Scottish Education (Third Edn.) Edinburgh: University Press, (pp. 581-594).

Bubb, S. and Earley P. (2006) Induction rites and wrongs: the 'educational vandalism' of new teachers' professional development. Journal of In-Service Education, 32(1), 5 -12.

Bubb, S. and Earley, P. (2009) Leading staff development for school improvement. School Leadership and Management, 29(1), 23-37.

Bubb, S., Earley, P. and Totterdell, M. (2005) Accountability and responsibility: 'rogue' school leaders and the induction of new teachers in England. Oxford Review of Education, 31(2), 255-273.

Bullough, R. V. (2005) Being and becoming a mentor: school-based teacher educators and teacher educator identity. Teaching and Teacher Education, 21,143-155.

Burkhardt, H. and Schoenfeld, A. H. (2003) Improving educational research: toward a more useful, more influential and better funded enterprise. Educational Researcher, 32(9), 3-14.

Burn, K. (2006) Promoting critical conversations: the distinctive contribution of higher education as a partner in the professional preparation of new teachers. Journal of Education for Teaching, 32(3), 243-258.

Burns, B. and Haydn T. (2002) Engaging teachers in research: inspiration versus the daily grind. Pedagogy, Culture and Society, 10(2), 301-321.

Calder, I. and Grieve, A. (2004) Working with other adults: what teachers need to know. Educational Studies, 30(2), 113-126.

Cameron, M. and Baker, R. (2004) Initial teacher education in New Zealand: 1993-2004. Literature review and annotated bibliography. New Zealand, Ministry of Education.

Cameron-Jones, M. and O'Hara, P. (1995) The Scottish Pilot evidence on the mentoring in Initial Teacher Training. Mentoring & Tutoring: Partnership in Learning, 3(1), 3-9.

Campbell, A. and Groundwater-Smith, S. (Eds.) (2009) Connecting Inquiry and Professional Learning in Education: International Perspectives and Practical Solutions. Abingdon, Routledge.

Campbell, A., McNamara, O., Furlong, J., Howson, J. and Lewis, S. (2007) The evaluation of the National Partnership Project in England: Processes, issues and dilemmas in commissioned evaluation research. Journal of Education for Teaching, 33(4), 471-483.

Campbell, A., McNamara, O. and Gilroy, P. (2004) Practitioner Research and Professional Development in Education. London, Sage.

Campbell, J. and Husbands, C. (2000) On the reliability of Ofsted inspection of initial teacher training: a case study. British Educational Research Journal, 26(1), 39-48.

Cantrell, S., Fullerton, J., Kane, T. J. and Staiger, D. O. (2007) National Board Certification and Teacher Effectiveness: Evidence from a Random Assignment Experiment. Available from: http://www.gse.harvard.edu/~pfpie/pdf/National_Board_Certification.pdf

Carr, W. and Kemmis, S. (1986) Becoming Critical: Education, Knowledge and Action Research. Basingstoke: Falmer Press.

Carroll, M. (2009) Chartered Teachers and the process of professional enquiry: the experience of five Scottish teachers. Professional Development in Education, 35(1), 23-42.

Carter, M. and Francis, R. (2001) Mentoring and Beginning Teachers' Workplace Learning, Asia-Pacific Journal of Teacher Education, 29(3), 249-262.

Cavalluzzo, L. (2004) Is National Board Certification An Effective Signal of Teacher Quality? Alexandria, Virginia: The CNA Corporation. Available from: http://www.cna.org/documents/cavaluzzostudy.pdf

Child, A. J. and Merrill, S. J. (2003) Professional mentors' perceptions of the contribution of school/ HEI partnerships to professional development and school improvement. Journal of In-Service Education, 29 (2), 315 - 324

Christie, D. (2008a) Professional Studies in Initial Teacher Education. In Bryce, T. and Humes, W. (Eds.) Scottish Education (3rd Edn.) Edinburgh, University Press (pp. 826-835).

Christie, D. (2008b) Benchmarks and standards in teaching. In Bryce, T. and Humes, W. (Eds.) Scottish Education (3 rd Edn.) Edinburgh, University Press (pp. 845-854).

Christie, F., Conlon, T., Gemmell, T. and Long, A. (2004) Effective partnership? perceptions of PGCE student teacher supervision. European Journal of Teacher Education, 27(2), 109-123.

Christie, D. and Menmuir, J. (2005) Supporting interprofessional collaboration in Scotland through a common Standards Framework. Policy Futures in Education, 3(1) 62-74.

Christie, D. and Menter, I. (2009) Research capacity building in teacher education: Scottish collaborative approaches, Journal of Education for Teaching, 35(4), 337-354.

City, E., Elmore, R., Fiarman, S and Teitel, L. (2009) Instructional Rounds in Education. A Network Approach to Improving Teaching and learning. Cambridge, Mass, Harvard Education Press.

Clare L. and Aschbacher, P. R. (2001) Exploring the technical quality of using assignments and student work as indicators of classroom practice. Educational Assessment, 7, 39-59.

Clarke, M. and Drudy, S. (2006) Teaching for diversity, social justice and global awareness. European Journal of Teacher Education, 29(3), 371-386.

Clotfelter, C. T., Ladd, H. F. and Vigdor, J. L. (2007) How and why do teacher credentials matter for student achievement? National Bureau of Economic Research Working Paper 12828. Available from: http://www.nber.org/papers/w12828.pdf

Cochran-Smith, M. (2004) Walking the Road - Race, diversity and social justice in teacher education, New York: Teachers' College Press.

Cochran-Smith, M. (2006) Policy, Practice and Politics in Teacher Education, Thousand Oaks: Corwin Press.

Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J. and Demers, K. E. (Eds.) (2008) Handbook of Research on Teacher Education: Lawrence Erlbaum.

Cochran-Smith. M. and Fries, K. (2008) Research on teacher education: changing times, changing paradigms. In: Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J. and Demers, K. E. (Eds.) Handbook of Research on Teacher Education: Lawrence Erlbaum (pp. 1050-1095).

Cochran-Smith, M. and Lytle, S. L. (1993) Inside Out: Teacher Research and Knowledge. New York: Teachers College.

Cochran-Smith, M. and Lytle, S. L. (Eds.) (2009) Inquiry as Stance. Practitioner Research for the Next Generation. New York: Teacher College Press.

Cochran-Smith, M. and Zeichner, K. M. (Eds.) (2005) Studying teacher education: The report of the AERA Panel on Research and Teacher Education. Mahwah, NJ: LEA Publishers.

Committee on Assessment and Teacher Quality, National Research Council (2000) Tests and Teaching Quality: Interim Report. Washington, DC, National Academies Press. Available from: http://www.nap.edu/catalog/9788.html

Commonwealth of Australia (2007) Top of the Class: Report on the Inquiry into Teacher Education. Canberra: The Parliament of the Commonwealth of Australia.

Connelly, G. and McMahon, M. (2007) Chartered Teacher: accrediting professionalism for Scotland's teachers - a view from the inside. Professional Development in Education, 33(1), 91-105.

Conway, P. (2010) 'Teacher evaluation in initial teacher education: a nine-country cross-national study', paper presented at the annual meeting of the American Educational Research Association, Denver, 3 May.

Conway, P., Murphy, R., Rath, A. and Hall, K. (2009) Learning to Teach and its Implications for the Continuum of Teacher Education: A Nine Country Cross National Study. Report to the Teaching Council. University College, Cork. Available from: http://www.teachingcouncil.ie/_fileupload/Publications/LearningToTeach-ConwayMurphyRathHall-2009_10344263.pdf

Cope, P. and Stephen, C. (2001) A role for practising teachers in initial teacher education. Teaching and Teacher Education, 17 (8), 913-924.

Cordingley, P., Bell, M., Evans D, Firth, A. (2005) The impact of collaborative CPD on classroom teaching and learning. Review: What do teacher impact data tell us about collaborative CPD? Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Available from: http://www.eppi.ioe.ac.uk/cms/Default.aspx?tabid=139

Cordingley, P., Bell, M., Isham, C., Evans, D. and Firth, A. (2007) What do specialists do in CPD programmes for which there is evidence of positive outcomes for pupils and teachers? Technical Report. Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Available from: http://www.eppi.ioe.ac.uk/cms/Default.aspx?tabid=2275

Cordingley, P., Bell, M., Rundell, B., Evans, D. (2003) The impact of collaborative CPD on classroom teaching and learning. Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education.

Costello, J., Padovano, K. and Catelli, L. A. (2000) Action research in the context of a school-university partnership: its value, problems, issues and benefits. Educational Action Research, 8(2), 225-242.

Creemers, B., Kyriakides, L. and Sammons, P. (2010 ) Methodological Advances in Educational Effectiveness Research. London, Routledge.

Crocker, R. K. and Dibbon, D. C. (2008) Teacher Education in Canada. Society for the Kelowna BC, Advancement of Excellence in Education. Available from: http://www.saee.ca/pdfs/Teacher_Education_in_Canada.pdf

Crossley, M. and K. Watson (2003) Comparative and International Research in Education: Globalisation, Context and Difference. London, Routledge.

Dallat, J., Moram, A. and Abbott, L. (2000) A collegial approach to learning and teaching as the essence of school improvement. Teacher Development, 4 (2), 177-198.

Daniels, G. (2009) Rewarding Quality Teaching Research Report. Available from: http://www.mceecdya.edu.au/verve/_resources/Rewarding_Teacher_Quality-Final_Report_-_GDA_2009.pdf

Danielson, C. and McGreal, T. L. (2000) Teacher Evaluation to Enhance Professional Practice. Princeton, NJ, Educational Testing Service.

Darling Hammond, L. (2000) Teacher Quality and Student Achievement: A Review of State Policy Evidence, Education Policy Analysis Archives, 8(1), 13.

Darling Hammond, L., Chung Wei, R., Andree, A., Richardson, N. and Orphanos, S. (2009) Professional Learning in the Learning Profession. A Status Report on Teacher Development in the United States and Abroad National Staff Development Council and The School Redesign Network, Stanford University. Available from: http://www.nsdc.org/news/NSDCstudy2009.pdf

Darling Hammond, L., Holtzman, D., Gatlin, S. and Vasquez Heili, J. (2005) Does teacher preparation matter? Evidence about teacher certification, Teach for America, and Teacher Effectiveness. Education Policy Analysis Archives, 13. Available from: http://epaa.asu.edu/ojs/article/view/147 .

Davidson, J., Forde, C., Gronn, P., MacBeath, J., Martin, M. and McMahon, M. (2008) Towards a "Mixed Economy" of Head Teacher Development: Evaluation Report to the Scottish Government on the Flexible Routes to Headship Pilot, Edinburgh: The Scottish Government, available at: http://ww.scotland.gov.uk/Resource/Doc/239767/0066145.pdf

Day, C. (2002) The Challenge to be the Best: reckless curiosity and mischievous motivation, Teachers and Teaching, 8(3/4), 421-434.

Day, C. and Gu, Q. (2007) Variations in the conditions for teachers' professional learning and development: sustaining commitment and effectiveness over a career. Oxford Review of Education, 33(4), 423 - 443.

Day C., Kington, A., Stobart, G. and Sammons, P. (2006b) The personal and professional selves of teachers: stable and unstable identities. British Educational Research Journal, 32(4), 601-616.

Day, C., Sammons, P., Stobart, G., Kington, A. and Gu, Q. (2007) Teachers Matter, Maidenhead: McGraw Hill.

Day, C., Stobart, G., Sammons P. and Kington A. (2006a) Variations in the work and lives of teachers: relative and relational effectiveness. Teachers and Teaching, 12 (2), 169 -192.

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Department for Education and Employment ( DfEE) (1998a) Teaching: High Status; High Standards - Requirements for Courses of Initial Teacher Training (Circular 4/98) London, Stationery Office.

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Deppeler, J. (2006) Improving inclusive practices in Australian schools: Creating conditions for university-school collaboration in inquiry, European Journal of Psychology of Education, 21(3), 347-360.

Dewhurst, Y. and McMurtry, D. (2006) The effectiveness of school placements in facilitating student teacher learning and professional development. Scottish Educational Review, 38(2), 158-172.

Diezmann, C.M. (2005) Growing scholarly teachers and educational researchers: a curriculum for a Research Pathway in pre_service teacher education, Asia-Pacific Journal of Teacher Education, 33(2), 181-193.

Doherty, R.A. and McMahon, M.A. (2007) Politics, change and compromise: restructuring the work of the Scottish teacher. Educational Review, 59(3), 251-265.

Drago-Severson, E. (2007) Helping Teachers Learn: Principals as Professional Development Leaders. Teachers College Record, 109(1), 70-125.

Draper, J. and O'Brien, J. (2006) Induction: Fostering Career Development at all stages. Edinburgh: Dunedin.

Draper J., O'Brien J. and Christie F. (2004) First Impressions: the new teacher induction arrangements in Scotland Journal of In-Service Education, 30(2), 201-224.

Draper, J. and Sharp, S. (2006) Continuity or change? The initial impact of the post-McCrone agreement. Scottish Educational Review, 37 (Special Edition: Teacher Education and Professional Development), 100-112.

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Edwards, A. and Mutton, T. (2007) Looking forward: Rethinking professional learning through partnership arrangements in Initial Teacher Education, Oxford Review of Education, 33(4), 503-519.

Edwards, A., Gilroy, P. and Hartley, D. (2002) Rethinking teacher education, London: Routledge Falmer.

Egan, D. (2009) Evaluation of the Chartered Teacher Pilot in Wales. Full Report. University of Wales Institute Cardiff: Centre for Applied Education Research. Available from: http://www.gtcw.org.uk/gtcw/images/stories/downloads/Chartered_Teacher_Eval_09/CT_Final_Report.pdf

Egan, D. and Simmonds, C. (2002) The Continuing Professional Development of teachers in Wales: international and professional contexts, Cardiff: General Teaching Council for Wales.

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Florio-Ruane, S. (2002) More light: an argument for complexity in studies of teaching and teacher education. Journal of Teacher Education, 53(3), 205-215.

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Forde, C., McPhee, A., McMahon, M. and Patrick, F. (2006) Professional Development, Reflection and Enquiry. London: Paul Chapman.

Frank, K.A., Sykes, G., Anagnostopoulos, D., Cannata, M., Chard, L., Krause, A. and McCrory, R. (2008) Does NBPTS Certification Affect the Number of Colleagues a Teacher Helps With Instructional Matters? Educational Evaluation and Policy Analysis, 30(1), 3-30.

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Fraser, C., Kennedy, A., Reid, L. and McKinney, S. (2007) Teachers' continuing professional development ( CPD): contested concepts, understandings and models. Journal of In-Service Education, 33(2), 153-169.

Fullan, M. (2009) Leadership Development: The Larger Context. Educational Leadership, 67(2), 45-48.

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Furlong, J., Hagger, H., Butcher, C. and Howson, J. (2006) Review of Initial Teacher Training Provision in Wales: A Report to the Welsh Assembly Government. Available from: http://wales.gov.uk/docrepos/40382/4038232/4038211/40382121/itt-provision-wales-e.pdf?lang=en

Furlong, J., McNamara, O., Campbell, A., Howson, J. and Lewis, S. (2008) Partnership, policy and politics: initial teacher education in England under New Labour. Teachers and Teaching, 14(4), 307-318.

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Gimbert, B. G., Cristol, D. and Sene, A. M. (2007) The impact of teacher preparation on student achievement in algebra in a hard-to-staff urban preK-12-university partnership. School Effectiveness and School Improvement, 18(3), 245-272.

Goe, L. (2007) The link between teacher quality and student outcomes: A research Synthesis. Washington, DC: National Comprehensive Centre on Teacher Quality. Available from: http://www.tqsource.org/publications/LinkBetweenTQandStudentOutcomes.pdf

Goe. L., Bell, C. and Little, O. (2008) Approaches to evaluating teacher effectiveness: a research synthesis. Washington DC, National Comprehensive Center for Teacher Quality.

Goldhaber, D. and Anthony, E. (2007) Can teacher quality be effectively assessed? National board certification as a signal of effective teaching. Review of Economics and Statistics, 89(1), 134-150.

Goldhaber, D. and Brewer, D. J. (2008) What gets studied and why: examining the incentives that drive education research. In Hess, F. M. (Ed.) When Research Matters. How Scholarship Influences Education Policy. Cambridge, MA: Harvard Education Press (pp. 197-218).

Goldhaber, D., Perry, D. and Anthony, E. (2004) The National Board for Professional Teaching Standards ( NBPTS) Process: Who Applies and What Factors Are Associated with NBPTS Certification? Educational Evaluation and Policy Analysis, 26(4), 259-280.

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Gray, D., Graham, A., MacDougal, L., Dewhurst, Y., Nicol, S., Nixon, G. and Kirkpatrick, G. (2009) Scallops, Schools and Scholars: Reflections on the Emergence of a Research Oriented Learning Project. Journal of Education for Teaching, 35(4), 425-440.

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