Teacher Quality Assessment (TQA) Model:
Large Scale Assessment of Math and Science Content Knowledge in Student
Overview / Contacts
| Goals | Timeline
| STAR Teams | Resources|
TQA Project Resources
Boyd, Don, Pam Grossman, Hamilton Lankford, Susanna Loeb, and James Wyckoff.
2005. "How Changes in Entry Requirements Alter the Teacher Workforce
and Affect Student Achievement." Working Paper 11844, Cambridge,
MA, National Bureau of Economic Research
Cochran-Smith, M. and Zeichner, K.M. (2005). Studying teacher education:
The report of the AERA panel on research and teacher education. Lawrence
Erlbaum Associates: Mahwah, NJ.
Committee on Science Learning, Kindergarten through Eighth Grade, Duschl,
R., Schweingruber, H., & Shouse, ( Eds). Taking Science to School
Learning and Teaching Science in Grades K-8. Washington D.C.: National
Academies Press 2007
Goe, L., Bell, C., & Little, O. (2008). Approaches to Evaluating
Teacher Effectiveness: A Research Systhesis. Washington, D.C.: National
Comprehensive Center for Teacher Quality.
Greenberg, J., & Walsh, K. (June 2008). No Common Denominator: The
preparation of Elemetanry Teachers in Mathematics by America's Education
Schools. National Council on Teacher Quality.
Fallon, D. (2006). "The buffalo upon the chimneypiece: The value
of evidence." Journal of Teacher Education (57)2, 139-154.
Hill, H.C., Rowan, B., & Loewenberg Ball, D. (2005 Summer). Effects
of Teachers' Mathematical Knowledge for Teaching on Student Achievement.
American Educational Research Journal, 371-406.
Mayer, R. (2005). The Role of Knowledge in the Development of Mathematical
Reasoning. In R. J. Sternberg, & R. F. Subotnik, Optimizing Student
Success in School with the Other Three Rs: Reasoning, Resilience, and
Responsibility (pp. 59-74). Charlotte, NC: Information Age Publishing
Rivkin, S. G., E. A. Hanushek, and J. F. Kain (2005). "Teachers,
schools, and academic achievement." Econometrica, 73 (2),
Sanders, W.L. and Rivers, J.C. (1996). "Research Project Report:
Cumulative and Residual Effects of Teachers on Future Student Academic
Achievement," University of Tennessee Value-Added Research and Assessment
Sawchuk, S. (2008). Standards for Teacher Evaluation Mulled. Educational
Week , 28 (06), 18, 21.
Siegler, R. S. (2003). Implications of cognitive science research for
mathematics education. In J. Kilpatrick, W. Martin, & D.Schifter (Eds.),
A research companion to principles and standards for school mathematics
(pp. 219-233). Reston, VA: National Council of Teachers of Mathematics.
Symonds, K. W. (2004, August). After the test: Closing the achievement
gaps with data. Learning Point Associates: Napierville, IL.
Wineburg, M.S. (2006). "Evidence in teacher preparation: establishing
a framework for accountability." Journal of Teacher Education
Wise, A.E., Ehrenberg, P., and Leibbrand, J. (Eds). (2008). It's
All About Student Learning: Assessing Teacher Candidates' Ability to Impact
P-12 Students. (2008). Washington, D.C. National Council for Accreditation
of Teacher Education.
(2001). Preparation of Middle Grades Teachers. In C. Kessel, J. Epstein,
& M. Keynes (Eds.), The Mathematical Education of Teachers (Vol. 11).
Chapter 8. American Mathematical Society and Mathematical Association
(2001). Recommendations for Middle Grades Teacher Preparation. In C.
Kessel, J. Epstein, & M. Keynes (Eds.), The Mathematical Education
of Teachers (Vol. 11). Chapter 4. American Mathematical Society and Mathematical
Association of America.