The Department of Education's Teacher Education Program (TEP)
1 See for example:
Aaronson, D., Barrow, L., & Sander, W. (2003). Teachers and student achievement in the Chicago Public Schools. Federal Reserve Bank of Chicago working paper WP-2002-28.
Chetty, R., Friedman, J., Hilger, N., Saez, E., Schanzenbach, D.W., & Yagan. D. (2010). How does your kindergarten classroom affect your earnings? Evidence from Project STAR. National Bureau of Economic Research Working Paper 16381.
Chetty, R., Friedman, J.N., & Rockoff, J.E. (2011). The long-term impacts of teachers: teacher value-added and student outcomes in adulthood. National Bureau of Economic Research Working Paper 17699.
Hanushek, E.A. & Rivkin, S.G. (2010). Using value-added measures of teacher quality. American Economic Review, 100(2):267-271.
Kane, T.J., Rockoff, J.E., & Staiger, D.O. (2008). What does certification tell us about teacher effectiveness? Evidence from New York City. Economics of Education Review, 27(6), 615-631.
Kane, T.J., & Staiger, D.O. (2008). Estimating teacher impacts on student achievement: an experimental evaluation. National Bureau of Economic Research working paper 14601.
Nye, B., Konstantopoulos, S., & Hedges, L.V. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26(3), 237-257.
Rivkin, S. G., Hanushek, E.A., & Kain, J. (2005). Teachers, schools and academic achievement. Econometrica, 73(2), 417-458.
Rockoff, J.E. (2004). The impact of individual teachers on student achievement: evidence from panel data. American Economic Review, 94(2), 247-252.
2 See for example:
Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2006). How changes in entry requirements alter the teacher workforce and affect student achievement. Education Finance and Policy, 1(2), 176-216.
Boyd, D., Grossman, P., Lankford, H., Loeb, S., Ronfeldt, M., & Wyckoff, J. (2009). Recruiting effective math teachers, how do math immersion teachers compare? Evidence from New York City. Albany, NY: Teacher Policy Research.
Clotfelter, C.T., Ladd, H.F., & Vigdor, J.L. (2007.) Teacher credentials and student achievement: longitudinal analysis with student fixed effects. Economics of Education Review, 26, 673–682.
Darling-Hammond, L. & J. Bransford (eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 390-441). San Francisco: Jossey-Bass.
Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Heilig, J. V. (2005). Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness. Education Policy Analysis Archives, 13(42). Retrieved from http://epaa.asu.edu/epaa/v13n42/.
Heilig, J.V., & Jez, S.J. (2010). Teach for America: a review of the evidence. The Great Lakes Center for Education Research & Practice.
3 Toom, A., Kynäslahti, H., Krokfors, L., Jyrhämä, R., Byman, R., Stenberg, K., Maaranen, K., & Kansanen, P. (2010). Experiences of a research based approach to teacher education: suggestions for future policies. European Journal of Education, 45(2), 331-344.
4 Dweck, C.S. (2008, Winter). Brainology: transforming students’ motivation to learn. Independent School, 67(2), 110-119.
5 Evans, G.W., & Schamberg, M.W. (2009). Childhood poverty, chronic stress, and adult working memory. Proceedings of the National Academy of Sciences, 106(16), 6545-6549.
Raizada, R.D.S., & Kishiyama, M. (2010). Effects of socioeconomic status on brain development, and how cognitive neuroscience may contribute to leveling the playing field. Frontiers in Human Neuroscience. doi: 10.3389/neuro.09.003.2010
6 National Research Council. (2002). Scientific research in education. Committee on Scientific Principles for Education Research. Shavelson, R.J., & Towne, L., Eds. Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
7 Toom, A., Kynäslahti, H., Krokfors, L., Jyrhämä, R., Byman, R., Stenberg, K., Maaranen, K., & Kansanen, P. (2010). Experiences of a research based approach to teacher education: suggestions for future policies. European Journal of Education, 45(2), p. 339.
8 City, E.A., Elmore, R.F., Fiarman, S.E., & Teitel, L. (2009). Instructional rounds in education: a network approach to improving teaching and learning. Cambridge: Harvard Education Press.
9 City, E.A., Elmore, R.F., Fiarman, S.E., & Teitel, L. (2009). Instructional rounds in education: a network approach to improving teaching and learning. Cambridge: Harvard Education Press.
10 Cochran-Smith, M. & Lytle, S.L. (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.
11 O'Dea, A. (2012). Autonomous writers: Intrinsic motivation in the classroom. Action research project fo the TEP secondary practicum.
12 Pecheone, R.,&Chung, R. (2006). Evidence in teacher education: The Performance Assessment for California Teachers (PACT). Journal ofTeacher Education, 57, 22-36.
13 Darling-Hammond, L. & J. Bransford (eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 390-441). San Francisco: Jossey-Bass.