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ERIC Number: EJ776563
Record Type: Journal
Publication Date: 2002
Pages: 6
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1539-9664
Positive Spin: The Evidence for Teacher Certification, Reexamined
Walsh, Kate
Education Next, v2 n1 p79-84 Spr 2002
Advocates of stricter licensing and certification requirements for teachers often cite a plethora of studies in support of their position. In this article, the author discusses a recent review of this literature, in which she and her colleagues at the Abell Foundation found several problems with the studies themselves and the ways in which they are often cited: (1) Research that seems to support teacher certification is selectively cited, while research that does not is overlooked; (2) Analyses are padded with imprecise measures in order to conceal the lack of evidence in support of certification; (3) Researchers focus on variables that are poor measures of the qualities they are interested in, sometimes ignoring variables that are better measures; (4) Research is cited that is old and often irretrievable; (5) Research that has not been subjected to peer review is treated without skepticism, and there is a particularly heavy reliance on unpublished dissertations; and (6) Studies that support teacher certification routinely violate basic principles of sound statistical analysis that other academic disciplines take for granted; methodological errors go unchallenged.
Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://www.hoover.org/publications/ednext
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A