Abstract
The moulding of the future of a nation depends on the teachers and the education they provide in schools. Research evidence from the US. National Assessment of Educational Progress (NAEP) confirms this to be the case. Quantitative analysis of data indicates that measures associated with pre-service teacher preparation are by far the strongest correlates of student achievement (Darling-Hammond 2000). The research report of Wilson, Floden, and Ferrini-Mundy (2001) also suggests a strong relationship between teacher preparation and teacher effectiveness. Other research studies similarly indicate that differences in teacher quality are the most crucial for student achievement when compared with variables such as class size, streaming, or the amount of homework (Anderson & Helms 2001; Mendro 1998; Powell & Anderson 2002; Rivkin, Hanushek & Kain 2001; Saunders & Horn 1994; Strong & Tucker 2000) as possible contributory factors. In the pursuit of improved student achievement, we therefore need to examine seriously the role of teacher variables, ranging from teacher qualifications and their subject matter knowledge, to what motivates them to take up teaching as a career and as a consequence, how they teach in classrooms.
Similar content being viewed by others
References
Anderson R.D., Helms J.V. (2001). The ideal of standards and the reality of schools: Needed research. Journal of Research in Science Teaching 28(1):3–16
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1). Available: http://epaa.asu.edu/epaa/v8n1
Goldhaber D.D., Brewer D.J. (2000). Does teacher certification matter? High school teacher certification status and student achievement. Educational Evaluation and Policy Analysis 22(2):129–146
Hawk P.P., Coble C.R., Swanson M. (1985). Certification: It does matter. Journal of Teacher Education 36(3):13–15
Ho, B.T. (2003). Development of Pedagogical Content Knowledge (PCK). Unpublished doctoral dissertation. Singapore: Nanyang Technological University.
Lourdusamy A., Toh K.A., Wong J. (2001). What counts in teacher education: Student teachers’ perspective in two settings. Journal of Applied Research in Education 5(1):35–44
Ma L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Lawrence Erlbaum Associates, Mahwah N.J.
Mendro R.L. (1998). Student achievement and school and teacher accountability. Journal of Evaluation in Education 12(3):257–267
Monk D.H. (1994). Subject area preparation of secondary mathematics and science teachers and student achievement. Economics of Education Review 13(2):125–145
Powell J.C., Anderson R.D. (2002). Changing teachers’ practice: Curriculum material and science education reform in the USA. Studies in Science Education 37:107–136
Reynolds A. (1992). What is competent beginning teacher? A review of literature. Review of Educational Research 62(1):1–35
Rivkin S.G., Hanushek E.A., Kain J.F. (2001). Teachers, schools and academic achievement. Amherst College, Amherst, MA
Saunders W.L., Horn S.P. (1994). The Tennessee value-added assessment system (TVAAS): Mixed-model methodology in educational assessment. Journal of Personnel Evaluation in Education 8(3):299–311
Shulman L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher 15(2):4–14
Shulman L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review 75(1):1–22
Strong J.H., Tucker P.D. (2000). Teacher evaluation and student achievement. National Education Association, Washington DC
Summers A.A., Wolfe B.L. (1975). Do schools make a difference?. American Economic Review 67:639–652
Toh K.A., Ho B.T., Chew M.K.C., Riley J.P. (2003). Teaching, teacher knowledge and constructivism. Educational Research for Policy and Practice 2:195–204
Wilson, S. M., Floden, R., & Ferrini-Mundy, J. (2001). Teacher preparation research: Current knowledge, gaps and recommendations. A Research Report prepared for the US. Department of Education. Seattle: Center for the Study of Teaching and Policy, University of Washington.
Wright S.P., Horn S.P., Saunders W.L. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education 11:57–67
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Toh, KA., Ho, BT., Riley, J.P. et al. Meeting the highly qualified teachers challenge. Educ Res Policy Prac 5, 187–194 (2006). https://doi.org/10.1007/s10671-006-9008-4
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10671-006-9008-4