Alternative Routes to Teaching
Mapping the New Landscape of Teacher Education
Edited by Pam Grossman and Susanna Loeb
paper, 256 Pages
Pub. Date: October 2008
ISBN-13: 978-1-934742-00-6
Price: $33.00
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E-book
Pub. Date: October 2008
ISBN-13: 978-1-61250-045-4
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Over the past 20 years, alternative certification for teachers has emerged as a major avenue of teacher preparation. The proliferation of new pathways has spurred heated debate over how best to recruit, prepare, and support qualified teachers.
Alternative Routes to Teaching provides a thorough and dispassionate review of the research evidence on alternative certification. It takes readers beyond the simple dichotomies that have characterized the debate over alternative certification, encourages them to look carefully at the trade-offs implicit in any route into teaching, and suggests ways to “marry” the proven strengths of both traditional and alternative approaches
Praise
Alternative Routes to Teaching is a timely, thoughtful book about one of the most pressing and controversial problems in American education today. This volume brings new and much-needed sophistication to ongoing debates about teacher preparation.
— Marilyn Cochran-Smith, Professor of Education, John E. Cawthorne Millennium Chair in Teacher Education for Urban Schools, and Director of the Doctoral Program in Curriculum and Instruction, Lynch School of Education, Boston College
A better book on this subject could not have been written. Alternative Routes to Teaching is a must-read for everyone involved in planning for the future of teaching.
— Emily Feistritzer, President and CEO, National Center for Education Information, National Center for Alternative Certification
At a time when the education of teachers is undergoing tectonic shifts, this work by Grossman, Loeb, and their colleagues represents an invaluable contribution. They introduce evidence where empty rhetoric has reigned and offer prudent evaluations of the available data to inform a policy debate dominated by ideology.
— Lee S. Shulman, President, The Carnegie Foundation for the Advancement of Teaching, and Charles E. Ducommun Professor of Education Emeritus, Stanford University
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About the Editors
Pam Grossman is a professor of education at Stanford University. Her research focuses on the relationship between policy and practice in the area of teacher education, adolescent literacy, and professional education. A former high school English teacher, Grossman teaches the prospective English teachers in Stanford’s teacher-education program. Along with her colleagues Don Boyd, Hamilton Lankford, Susanna Loeb, and James Wyckoff, she has been engaged in a three-year study of pathways into teaching in New York City schools, focusing on the features of preparation that affect student achievement and teacher retention.
Susanna Loeb is an associate professor of education at Stanford University and director of the Institute for Research on Education Policy and Practice. She specializes in the economics of education and the relationship between schools and federal, state, and local policies. She studies resource allocation, looking specifically at how teachers’ preferences and teacher-preparation policies affect the distribution of teaching quality across schools, and how the structure of state finance systems affects the level and distribution of funds to districts. She also studies poverty policies, including welfare reform and early-childhood education programs. Susanna is an associate professor of business (by courtesy) at Stanford, a faculty research fellow at the National Bureau of Economic Research, and codirector of Policy Analysis for California Education.