The Effect of Certification and Preparation on Teacher Quality
The Effect of Certification and Preparation on Teacher Quality
复制标题
认证和准备对教师质量的影响
DOI：
--
复制
发表时间：
2007
期刊：
影响因子：
--
通讯作者：
J. Wyckoff
中科院分区：
文献类型：
--
作者：
Donald J. Boyd;Dan Goldhaber;H. Lankford;J. Wyckoff
为了提高教师队伍的质量，一些州收紧了教师准备和认证要求，而另一些州则放宽了要求，并引入了“替代”认证方式，以吸引更多的人从事教学工作。Donald Boyd, Daniel Goldhaber， Hamilton Lankford和James Wyckoff通过研究准备和认证要求如何影响学生的成绩来评估这些看似矛盾的策略。作者说，如果严格的要求提高了学生的成绩，并阻止了相对较少的潜在教师，那么这可能是一项好政策。但是，如果它们对学生的成绩几乎没有影响，如果它们严重阻碍了潜在的教师，或者如果学校能够找到能够产生良好学生成绩的申请人，那么放宽要求就会成为一项更具吸引力的政策。在回顾这些问题的研究时，作者发现证据往往不足以得出结论。他们确实发现，高度选择性的替代路线计划可以培养出有效的教师，他们在工作两年后的表现与传统路线的教师大致相同。他们发现，在认证考试中取得好成绩的教师可以在一定程度上提高学生的成绩。有限的证据表明，认证要求会减少申请者的数量，但没有证据表明它们如何影响学生的成绩。作者还发现，学校在识别准教师身上能够提高学生成绩的特质方面能力有限。作者的结论是，研究证据过于薄弱，不足以对政策产生重大影响。考虑到在教师培训和认证方面的巨大投资，以及这些要求可能会恶化学生的成绩，缺乏令人信服的证据令人不安。这组作者敦促研究人员和政策制定者共同努力，转向一个更知情的立场，以便做出更好的资源决策。
To improve the quality of the teacher workforce, some states have tightened teacher preparation and certification requirements while others have eased requirements and introduced "alternative" ways of being certified to attract more people to teaching. Donald Boyd, Daniel Goldhaber, Hamilton Lankford, and James Wyckoff evaluate these seemingly contradictory strategies by examining how preparation and certification requirements affect student achivement. If strong requirements improve student outcomes and deter relatively few potential teachers, the authors say, then they may well be good policy. But if they have little effect on student achievement, if they seriously deter potential teachers, or if schools are able to identify applicants who will produce good student outcomes, then easing requirements becomes a more attractive policy. In reviewing research on these issues, the authors find that evidence is often insufficient to draw conclusions. They do find that highly selective alternative route programs can produce effective teachers who perform about the same as teachers from traditional routes after two years on the job. And they find that teachers who score well on certification exams can improve student outcomes somewhat. Limited evidence suggests that certification requirements can diminish the pool of applicants, but there is no evidence on how they affect student outcomes. And the authors find that schools have a limited ability to identify attributes in prospective teachers that allow them to improve student achievement. The authors conclude that the research evidence is simply too thin to have serious implications for policy. Given the enormous investment in teacher preparation and certification and given the possibility that these requirements may worsen student outcomes, the lack of convincing evidence is disturbing. The authors urge researchers and policymakers to work together to move to a more informed position where good resource decisions can be made.