School Teachers

The Editor: Jianping Shen is the John E. Sandberg Professor of Education in the Department of Educational Leadership, Research, and Technology at Western Michigan University. He has published widely, including more than 80 journal articles and The School of Education (Lang, 1999) and School Principals (Lang, 2004).

• Contents: Xuejin Lu/Jianping Shen/Sue Poppink: Are teachers qualified? A national study of secondary public school teachers using SASS 1999-2000 – Jianping Shen/Sue Poppink: The certification characteristics of the public school teaching force: National, longitudinal, and comparative perspectives – Jianping Shen/Gary L. Wegenke/Van E. Cooley: Has the public teaching force become more diversified? National and longitudinal perspectives on gender, race, and ethnicity – Jianping Shen/Nancy B. Mansberger/Huilan Yang: Teacher quality and students placed at risk: Results from the Baccalaureate and Beyond Longitudinal Study 1993-97 – Jianping Shen: The distribution of the quality of the public teaching force: Results from multiple waves of schools and staffing surveys – Jianping Shen: Has the alternative certification policy materialized its promise? A comparison between traditionally and alternatively certified teachers in public schools – Jianping Shen: Alternative certification, minority teachers, and urban education – Jianping Shen: Alternative certification and math and science teachers – Jianping Shen/Louann Bierlein Palmer: Inadequate Preparation Does Impact Teacher Attrition – Jianping Shen: Teacher retention and attrition in public schools: Evidence from the 1990-91 Schools and Staffing Survey – Jianping Shen/Chia-lin Hsieh: Improving the professional status of teaching: Perspectives of future teachers, current teachers, and education professors – Jianping Shen: Student teaching in the context of a school-university partnership: A case study of a student teacher – Jianping Shen: A study of contrast: Visions of preservice teacher education in the context of a professional development school.

«If we are to have good schools, we must have good, well-qualified teachers. If we are to have good teachers and good schools, we must have a populace that is well informed about both. This book provides an important part of what we must know about the present in order to deal wisely with the future.» (From the Foreword by John I. Goodlad)