Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
The Journal of Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Blanton, L. P.
Right arrow Articles by Correa, V. I.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Blanton, L. P.
Right arrow Articles by Correa, V. I.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Models and Measures of Beginning Teacher Quality

Linda P. Blanton

Florida International University

Paul T. Sindelar

University of Florida

Vivian I. Correa

University of Florida

Teacher quality is widely recognized as influencing student achievement and success in school. In this article, we consider various approaches to the assessment of teacher quality, including process—product observational measures, evaluation checklists, professional standards, large-scale surveys, and commercially available observation systems. We present examples of each from the special education literature, consider teacher education research genres for which each is appropriate, and evaluate each using a set of criteria that incorporates both practical and technical considerations. We advocate for multimethod approaches to teacher quality research and for more research relating what teachers know and do to what students learn, and we note that a stronger link between teachers and learners would allow for more rigorous evaluations of teacher preparation.

The Journal of Special Education, Vol. 40, No. 2, 115-127 (2006)
DOI: 10.1177/00224669060400020201
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional ChildrenHome page
M. Bay and M. Parker-Katz
Perspectives on Induction of Beginning Special Educators: Research Summary, Key Program Features, and the State of State-Level Policies
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, February 1, 2009; 32(1): 17 - 32.
[Abstract] [PDF]