Showing papers by "Pam Grossman published in 2005"
Posted Content•
TL;DR: The authors assesses the effects of pathways into teaching in New York City on the teacher workforce and on student achievement, finding that teachers who enter through new routes, with reduced coursework prior to teaching, are more or less effective at improving student achievement.
Abstract: We are in the midst of what amounts to a national experiment in how best to attract, prepare, and retain teachers, particularly for high-poverty urban schools. Using data on students and teachers in grades 38, this study assesses the effects of pathways into teaching in New York City on the teacher workforce and on student achievement. We ask whether teachers who enter through new routes, with reduced coursework prior to teaching, are more or less effective at improving student achievement. When compared to teachers who completed a university-based teacher education program, teachers with reduced coursework prior to entry often provide smaller initial gains in both mathematics and English language arts. Most differences disappear as the cohort matures, and many of the differences are not large in magnitude, typically 2 to 5 percent of a standard deviation. The variation in effectiveness within pathways is far greater than the average differences between pathways.
549 citations
01 Sep 2005
TL;DR: In this paper, the authors present an overview of the reasons why, in the american context, teacher education must share the responsability for the transmission of subject matter knowledge to prospective teachers.
Abstract: In this paper they are put forward, in the first place, a overview of the reasons why, in the american context, teacher education must share the responsability for the transmission of subject matter knowledge to prospective teachers. They move to a discussion of the research that has been done in this area, getting into focus in your research program about “Growth of Knowledge in Teaching”. Finally, they explore four prominent dimensions of the knowledge for the teaching: subject matter knowledge, substantive knowledge, syntactic knowledge, and beliefs about subject matter.
513 citations
Posted Content•
TL;DR: The authors assesses the effects of pathways into teaching in New York City on the teacher workforce and on student achievement and find that teachers who enter through new routes, with reduced coursework prior to teaching, are more or less effective at improving student achievement than other teachers and whether the presence of these alternative pathways affects the composition of the teaching workforce.
Abstract: We are in the midst of what amounts to a national experiment in how best to attract, prepare, and retain teachers, particularly for high poverty urban schools. Using data on students and teachers in grades three through eight, this study assesses the effects of pathways into teaching in New York City on the teacher workforce and on student achievement. We ask whether teachers who enter through new routes, with reduced coursework prior to teaching, are more or less effective at improving student achievement than other teachers and whether the presence of these alternative pathways affects the composition of the teaching workforce. Results indicate that in some instances the new routes provide teachers with higher student achievement gains than temporary license teachers, though more typically there is no difference. When compared to teachers who completed a university-based teacher education program, teachers with reduced course work prior to entry often provide smaller initial gains in both mathematics and English language arts. Most differences disappear as the cohort matures and many of the differences are not large in magnitude, typically 2 to 5 percent of a standard deviation. The variation in effectiveness within pathways is far greater than the average differences between pathways.
19 citations
01 Sep 2005
TL;DR: In this article, a traves de la comparacion entre los estudios de casos of seis profesores de ingles principiantes, solo tres de ellos se graduaron tras seguir programas de formacion del profesorado.
Abstract: El articulo expone los resultados de una investigacion sobre la influencia de un curso especifico sobre una materia en el desarrollo del conocimiento didactico del contenido en el area de ingles, a traves de la comparacion entre los estudios de casos de seis profesores de ingles principiantes, solo tres de ellos se graduaron tras seguir programas de formacion del profesorado. Describe las diferencias en el conocimiento de los profesores teniendo en cuenta los objetivos de la ensenanza del ingles en Secundaria, el conocimiento curricular y el conocimiento en cuanto a la comprension de los alumnos. Se conceptualiza el conocimiento didactico del contenido del area de ingles y se extraen implicaciones para la mejora de la formacion del profesorado
18 citations
Posted Content•
TL;DR: The authors assesses the effects of pathways into teaching in New York City on the teacher workforce and on student achievement and find that teachers who enter through new routes, with reduced coursework prior to teaching, are more or less effective at improving student achievement than other teachers and whether the presence of these alternative pathways affects the composition of the teaching workforce.
Abstract: We are in the midst of what amounts to a national experiment in how best to attract, prepare, and retain teachers, particularly for high poverty urban schools. Using data on students and teachers in grades three through eight, this study assesses the effects of pathways into teaching in New York City on the teacher workforce and on student achievement. We ask whether teachers who enter through new routes, with reduced coursework prior to teaching, are more or less effective at improving student achievement than other teachers and whether the presence of these alternative pathways affects the composition of the teaching workforce. Results indicate that in some instances the new routes provide teachers with higher student achievement gains than temporary license teachers, though more typically there is no difference. When compared to teachers who completed a university-based teacher education program, teachers with reduced course work prior to entry often provide smaller initial gains in both mathematics and English language arts. Most differences disappear as the cohort matures and many of the differences are not large in magnitude, typically 2 to 5 percent of a standard deviation. The variation in effectiveness within pathways is far greater than the average differences between pathways.
3 citations