Summarize each passage. (100-150 words each) For each passage make sure to include;

-           A brief description of the study and the research question(s) it addressed.

-           The type of research approach used in the study (if applicable).

-           A brief description of the research findings

 

1.      An extensive literature finds that while teachers vary considerably in initial quality there are limited teacher quality dynamics: except for the first few years of teaching, teacher quality does not improve over the course of a teacher's career. This study evaluates the importance of various modeling restrictions to the key findings of this literature. Using data covering all 5th grade public school teachers from the state of North Carolina, I replicate the findings of the previous literature using their restrictive experience assumptions. However, using an unrestricted experience model I find that for mathematics achievement there are high returns to later career teaching experience, about twice as much dispersion in initial teacher quality as previously estimated, and a pattern of negative selection where high quality teachers are more likely to exit.

 

-           A brief description of the study and the research question(s) it addressed.

-           The type of research approach used in the study (if applicable).

-           A brief description of the research findings

 

2.      Under the definition which was established by the No Child Left Behind, a highly qualified teacher is one with a college degree, who is fully certified or licensed, and demonstrates content knowledge in the subject they are teaching. The significance of the quality of teachers on student learning is discussed. The SASS data show real discrepancies in the state NCLB reports. One state, for example, said that 94% of its schools were staffed by highly qualified teachers, but SASS found that only 65% of its secondary classes were taught by a teacher with a major in the academic field they teach. The Education Trust also accuses some of the states of setting very low standards for complying with the "highly qualified" definitions which they must now meet (using years of experience, for example, as a greater weight than the measure of demonstrated competence).

 

-           A brief description of the study and the research question(s) it addressed.

-           The type of research approach used in the study (if applicable).

-           A brief description of the research findings

 

3.      We study the effects of various types of education and training on the productivity of teachers in promoting student achievement. Previous studies on the subject have been hampered by inadequate measures of teacher training and difficulties in addressing the non-random selection of teachers to students and of teachers to training. We address these issues by estimating models that include detailed measures of pre-service and in-service training, a rich set of time-varying covariates, and student, teacher, and school fixed effects. We find that elementary and middle school teacher productivity increases with experience (informal on-the-job training). The largest gains from experience occur in the first few years, but we find continuing gains beyond the first five years of a teacher's career. In contrast, we do not find a consistent relationship between formal professional development training and teacher productivity.

-           A brief description of the study and the research question(s) it addressed.

-           The type of research approach used in the study (if applicable).

-           A brief description of the research findings

 

4.      The quality of the teacher workforce is a subject of perennial concern in many developed countries. In the United States, through the No Child Left Behind (NCLB) Act, the federal government has a mandate for reform of teacher education that is unprecedented in its scale. Essentially the Act demands that every teacher of core academic subjects must be deemed to be highly qualified in every subject they teach by the end of the 2005–2006 academic year. This paper considers the impact that NCLB's teacher quality mandate is having in US schools. By drawing upon school-level data for the state of California, we examine the progress that this state is making towards meeting NCLB's mandate and also the role that teacher quality can play as a determinant of school success. The findings suggest that overall California has a well-qualified and highly experienced teacher workforce which is relatively equitably distributed among the states’ institutions. On the other hand, the distribution of California's students appears to be less fair, with students from poorer homes and certain ethnic backgrounds being disproportionately represented in the state's least wealthy and least successful schools. In addition, the finding that it is student background factors rather than teacher quality characteristics that are the key determinants of school success, also brings into question the extent to which requiring teachers to improve their subject content skills will really help close the achievement gaps in California's schools.

-           A brief description of the study and the research question(s) it addressed.

-           The type of research approach used in the study (if applicable).

-           A brief description of the research findings

 

 

5.      The purpose of this study is to determine the suggestions of teacher candidates for the improvement of Teaching Profession Courses (TPC).  The study,  in  which  qualitative  research  method  was  used, was prepared with phenomenologic method. The study group consists of 190 fourth grade students from Faculty of Technical Education and Faculty of Education of Fırat University in 2010-2011 academic year.  The  research data were  collected  through  interview forms  and  content analysis  was conducted  by  using  Nvivo8  program.  Depending  on  the  findings,  the  suggestions  of  teacher candidates  for  the  improvement  of  TPC  was  grouped  under  11  main  themes;  course  resources, processing  of  the  course,  importance  of  the  course,  physical  media,  content,  functionality,  Public Personnel    Selection    Examination,    materials,    instructor,    measurement    and    evaluation,    and applications.  It  was  determined  that  the  suggestions  of  teacher  candidates  mainly  focused  on  the themes of processing of the course and the instructor. They frequently expressed that lectures should be  processed  with  the  adoption  of  modern  approaches  such  as  being  student centered  and  include visual  and  different  techniques  and  the  instructors  should  have  effective  teacher  traits.  Depending on the findings, some recommendations were developed.

 

-           A brief description of the study and the research question(s) it addressed.

-           The type of research approach used in the study (if applicable).

-           A brief description of the research findings

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