Article 1990

Teaching and Knowledge: Policy Issues Posed by Alternate Certification for Teachers

DL
Darling-Hammond, Linda
Peabody Journal of Education
Journal · Vol. 67 · Issue 3 · pp. 123-154
Abstract

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Author Affiliations
Teachers College, Columbia University, New York, NY, United States
Funding & Acknowledgements
U.S. Department of Education
This article was commissioned by the Office of Educational Research (OERI) of the United States Department of Education. The opinions expressed in this article are those of the author and do not necessarily reflect the position, policy, or endorsement of the OERI/ED.
References 10 References
1 American Journal of Sociology, (1983)
2 A Developmental Study of Teacher Concerns Across Time, (1980)
3 An Exploratory Study of Teacher Alternative Certification and Retraining Programs, (1986)
4 Phi Delta Kappan, (1980)
5 Florida Journal of Teacher Education, (1986)
6 Ashton, Patricia Teague, Systematic Study of Planned Variations: The Essential Focus of Teacher Education Reform, Journal of Teacher Education, 38, 3, pp. 2-8, (1987)
7 Ayers, Jerry B., Concurrent and predictive validity of the national teacher examinations, Journal of Educational Research, 73, 2, pp. 86-92, (1979)
8 Critical Variables in Mathematics Education Findings from A Survey of the Empirical Literature, (1979)
9 Teacher Effectiveness in Mathematics Instruction, (1972)
10 Perceptions of Good Teaching Among Novice Advanced Beginner and Expert Teachers, (1990)
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