Research related to certification exams.

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Amrein-Beardsley, A., Barnett, J., & Ganesh, T. G. (2013). Seven Legitimate Apprehensions about Evaluating Teacher Education Programs and Seven “Beyond Excuses” Imperatives. Teachers College Record, 115(12).

Boulton, H. (2014). ePortfolios beyond pre-service teacher education: a new dawn?. European Journal Of Teacher Education,37(3), 374-389. doi:10.1080/02619768.2013.870994

Cochran-Smith, M., Cannady, M., McEachern, K., Mitchell, K., Piazza, P., Power, C., & Ryan, A. (2012). Teachers’ Education and Outcomes: Mapping the Research Terrain. Teachers College Record, 114(10).

Danielson, C. (2012). Observing Classroom Practice. Educational Leadership, 70(3), 32-37.

DeLuca, C., & Bellara, A. (September/October 2013). The current state of assessment education: Aligning policy, standards, and teacher education curriculum. Journal of Teacher Education, 64(4).

Denton, D. W. (2013). Responding to edTPA: Transforming Practice or Applying Shortcuts?. AILACTE Journal, 10(1), 19-36.

Hill, H. C., & Grossman, P. (2013). Learning from Teacher Observations: Challenges and Opportunities Posed by New Teacher Evaluation Systems. Harvard Educational Review, 83(2), 371-384.

Ginsberg, R. & Kingston, N. (2014). Caught in a vise: The challenges facing teacher preparation in an era of accountability. Teachers College Record, 116(1).

Gitomer, D., Bell, C., Yi, Q., Mccaffrey, D., Hambre, B., & Pianta, R. (2014). The Instructional Challenge in Improving Teaching Quality: Lessons From a Classroom Observation Protocol. Teachers College Record, 116(6), 1-32.

Lambe, J., McNair, V., & Smith, R. (2013). Special educational needs, e-learning and the reflective e-portfolio: implications for developing and assessing competence in pre-service education. Journal Of Education For Teaching, 39(2), 181-196.

Leonardatos, H., & Zahedi, K. (2014). Accountability and “Racing to the Top” in New York State: A report from the front lines. Teachers College Record, 116(9).

Konstantopoulos, S. (2014). Teacher Effects, Value-Added Models, and Accountability. Teachers College Record, 116(1).

Margolis, J., & Doring, A. (2013). National Assessments for Student Teachers: Documenting Teaching Readiness to the Tipping Point. Action In Teacher Education, 35(4), 272-285. doi:10.1080/01626620.2013.827602

Oakley, G., Pegrum, M., & Johnston, S. (2014). Introducing E-Portfolios to Pre-Service Teachers as Tools for Reflection and Growth: Lessons Learnt. Asia-Pacific Journal Of Teacher Education, 42(1), 36-50.

Ogan-Bekiroglu, F. (2014). Quality of Preservice Physics Teachers’ Reflections in Their Teaching Portfolios and Their Perceived Reflections: Do They Intersect?. Action In Teacher Education,36(2), 157-170. doi:10.1080/01626620.2014.901197

Oon-Seng Tan. (November 2012). Singapore’s holistic approach to teacher development. Phi Delta Kappan, 94(3).

Pieczura, M. (November 2012). Weighing the pros and cons of TAP. Educational Leadership, 70(3).

Sato, M. (2014). What Is the Underlying Conception of Teaching of the edTPA?. Journal Of Teacher Education, 65(5), 421.

Weiss, J. (2012). Data for Improvement, Data for Accountability. Teachers College Record, 114(11), 1-7.