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The TQA Project is a
collaboration between the
American Association of State
Colleges and Universities

and the

Funding for the project is
provided by the Department of
Education through the Fund for the Improvement of Postsecondary Education (FIPSE), Grant No. P116B070066, and the UW System Administration PK-16 Grant.

The contents of the TQA Project web pages were developed under a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

 
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Wisconsin's Grassroots
Teacher Quality Assessment (TQA) Model:
Large Scale Assessment of Math and Science Content Knowledge in Student Teaching

Overview / Contacts | Goals | Timeline | STAR Teams | Resources

TQA Project Resources

References

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
December.

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
http://www.nap.edu/catalog.php?record_id=11625

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), 417-458.

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 Center.

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 (57)1, 51-64.

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 of America.
http://www.cbmsweb.org/MET_Document/chapter_8.htm

(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.
http://www.cbmsweb.org/MET_Document/chapter_4.htm