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ERIC Number: EJ829715
Record Type: Journal
Publication Date: 2009-Feb
Pages: 16
Abstractor: ERIC
Reference Count: 83
ISSN: ISSN-0034-527X
Standpoints: Perspectives on Highly Qualified English Teachers
Gere, Anne Ruggles; Berebitsky, Daniel
Research in the Teaching of English, v43 n3 p247-262 Feb 2009
The issue of teacher quality has emerged with special force recently; between 2000 and 2005, at least 15 reports addressing teacher quality from a public policy perspective have been produced (Cochran-Smith & Fries, 2005). The National Research Council has been charged by the U.S. Congress to do a national study of teacher preparation programs to determine whether preservice teachers are being offered courses and experiences that align with research on high quality teaching (National Research Council, 2006). The Carnegie Corporation is collaborating with eleven colleges and universities in a program designed to foster research-based teacher education that will produce high quality teachers (Teachers for a New Era, 2005). This flurry of attention to the "teacher effect" has generated multiple and complex questions that would benefit from the intervention of thoughtful researchers. In this article, the authors reflect on various perspectives on teacher quality, interrogate some of its terms, and suggest possible directions for research. In particular, the authors examine current discussions of teacher quality for the field of English and consider how they might deploy research to understand and improve the quality of secondary school English teachers by investigating their preparation, practices, tracking, and retention.
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A