A Retrospective View of the National Board Certification Process

References

• Belson, S. I., & Husted, T. A. (2015). Impact of National Board for the Professional Teaching Standards (NBPTS) Certification on student achievement. Education Policy Analysis Archives, 23, 91. doi: 10.14507/epaa.v23.2074
   Google Scholar
• Bond, L. (1998). Disparate impact and teacher certification. Journal of Personnel Evaluation in Education, 12(2), 211–220. doi: 10.1023/A:1008037212300
   Google Scholar
• Bond, L., Smith, T., Baker, W., & Hattie, J. (2000). The certification system of the National Board for Professional Teaching Standards: A construct and consequential validity study. Greensboro, NC: Center for Educational Research and Evaluation.
   Google Scholar
• Boyd, W. L., & Reese, J. P. (2006). Great expectations: The impact of the National Board for professional teaching standards. Education Next, 6(2), 50–57.
   Google Scholar
• Bray, J. H., Maxwell, S. E., & Howard, G. S. (1984). Methods of analysis with response-shift bias. Educational & Psychological Measurement, 44(4), 781–804. doi: 10.1177/0013164484444002
   Web of Science ®Google Scholar
• Buday, M. A., & Kelly, J. A. (1996). National Board certification and the teaching profession’s commitment to quality assurance. Phi Delta Kappan, 78(3), 215–219.
   Web of Science ®Google Scholar
• Carnegie Forum on Education and the Economy’s Task Force on Teaching as a Profession (1986). A nation prepared: Teachers for the 21st century. New York: Carnegie Corporation.
   Google Scholar
• Cavalluzzo, L. (2004). Is National Board certification an effective signal of teacher quality? Alexandria, VA: The CNA Corporation. Retrieved from http://www.nbpts.org/sites/default/files/documents/research/Cavalluzzo_IsNBCAnEffectiveSignalofTeachingQuality.pdf
   Google Scholar
• Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). Teacher credentials and student achievement: Longitudinal analysis with student fixed effects. Economics of Education Review, 26(6), 673–682. doi: 10.1016/j.econedurev.2007.10.002
   Web of Science ®Google Scholar
• Coulter, S. E. (2012). Using the retrospective pretest to get usable, indirect evidence of student learning. Assessment and Evaluation in Higher Education, 37(3), 321–334. doi: 10.1080/02602938.2010.534761
   Web of Science ®Google Scholar
• Cowan, J., & Goldhaber, D. (2016). National board certification and teacher effectiveness: Evidence from Washington State. Journal of Research on Educational Effectiveness, 9(3), 233–258. doi: 10.1080/19345747.2015.1099768
   Web of Science ®Google Scholar
• Goldhaber, D., & Anthony, E. (2007). Can teacher quality be effectively assessed? National Board certification as a signal of effective teaching. Review of Economics and Statistics, 89(1), 134–150. doi: 10.1162/rest.89.1.134
   Web of Science ®Google Scholar
• Good, A., Petty, T., & Handler, L. (2016). Leading from the classroom and beyond: Teachers’ perspectives on leadership opportunities. The Record, 52(2), 59–65.
   Google Scholar
• Hallinger, P., & Heck, R. H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership and Management, 30(2), 95–110. doi: 10.1080/13632431003663214
   Google Scholar
• Howard, G. S. (1980). Response-shift bias: A problem in evaluating interventions with pre/post self-reports. Evaluation Review, 4(1), 93–106. doi: 10.1177/0193841X8000400105
   Web of Science ®Google Scholar
• Howard, G. S., Ralph, K. M., Gulanick, N. A., Maxwell, S. E., Nance, S. W., & Gerber, S. K. (1979). Internal invalidity in pre-test-post-test self-report evaluations and a re-evaluation of retrospective pre-tests. Applied Psychological Measurement, 3(1), 1–23. doi: 10.1177/014662167900300101
   Google Scholar
• Hunzicker, J. (2011). Teacher learning through National Board candidacy: A conceptual model. Teacher Education Quarterly, 38(3), 191–209.
   Google Scholar
• Irvine, J. J., & Fraser, J. W. (1998). Warm demanders. Education Week, 17(35), 56–57.
   Google Scholar
• King, M. B. (1994). Locking ourselves in: National standards for the teaching profession. Teaching and Teacher Education, 10(1), 95–108. doi: 10.1016/0742-051X(94)90043-4
   Web of Science ®Google Scholar
• Labaree, D. (1992). Power, knowledge, and the rationalization of teaching: A genealogy of the movement to professionalize teaching. Harvard Educational Review, 62(2), 123–155. doi: 10.17763/haer.62.2.h73x7422v3166102
   Web of Science ®Google Scholar
• Lam, T. C., & Bengo, P. (2003). A comparison of three retrospective self-reporting methods of measuring change in instructional practice. American Journal of Evaluation, 24(1), 65–80. doi: 10.1177/109821400302400106
   Web of Science ®Google Scholar
• Lustick, D., & Sykes, G. (2006). National Board Certification as professional development: What are teachers learning?. Education Policy Analysis Archives, 14(5), 1–46. doi: 10.14507/epaa.v14n5.2006
   Google Scholar
• Manzeske, D., Park, S. J., Liu, F., Borman, T., Gnedko-Berry, N., West, B., & Deng, E. (2017). Effects of National Board Certified Teachers on student achievement and behavioral outcomes: Studies conducted in two states. Working Paper. Washington, DC: American Institutes for Research.
   Google Scholar
• Marshall, M. J. (1996). Familiar stories: Public discourse, national board standards, and professionalizing teaching. English Education, 28(1), 39–57.
   Google Scholar
• National Board for Professional Teaching Standards (NBPTS). (1989). What teachers should know and be able to do. Retrieved from http://www.nbpts.org/sites/default/files/what_teachers_should_know.pdf
   Google Scholar
• National Board for Professional Teaching Standards (NBPTS). (2014a). Five core propositions. Retrieved from http://www.nbpts.org/five-core-propositions
   Google Scholar
• National Board for Professional Teaching Standards (NBPTS). (2014b). Revisions to certification process. Retrieved from http://boardcertifiedteachers.org/about-certification/updates
   Google Scholar
• National Board for Professional Teaching Standards (NBPTS). (2019). Better learning for students. Retrieved from https://www.nbpts.org/mission-history/
   Google Scholar
• National Center for Educational Statistics. (2013). Rural education in America. Retrieved from http://nces.ed.gov/surveys/ruraled/tables_archive.asp
   Google Scholar
• National Education Association (NEA). (2015). National Board Certification of Teachers. Retrieved from http://www.nea.org/home/31738.htm
   Google Scholar
• National Education Association (NEA). (n.d.). Research spotlight on recruiting and retaining a highly qualified, diverse teaching workforce. Retrieved from http://www.nea.org/tools/17018.htm.
   Google Scholar
• North Carolina Department of Public Instruction (NCDPI). (2014). NC places second in newly certified National Board teachers; continues to lead nation in total number of National Board Certified teachers. Retrieved from http://www.dpi.state.nc.us/newsroom/news/2014-15/20141209-01
   Google Scholar
• Petrosky, A. R. (1994). Schizophrenia, the National Board for professional teaching standards’ policies, and me. The English Journal, 83(7), 33–42. doi: 10.2307/820548
   Google Scholar
• Petty, T., Good, A., & Handler, L. (2016). National Board Certification in North Carolina: Five motivators for pursuit. In T. Petty, A. Good, & M. Putman (Eds.), Handbook of research on professional development for quality teaching and learning (pp. 1–17). Hershey, PA: IGI Global.
   Google Scholar
• Pratt, C. C., McGuigan, W. M., & Katzev, A. R. (2000). Measuring program outcomes: Using retrospective pretest methodology. The American Journal of Evaluation, 21(3), 341–349. https://doi.org/10.1016/S1098-2140(00)00089-8 doi: 10.1016/S1098-2140(00)00089-8
   Web of Science ®Google Scholar
• Reeves, T. D., & Lowenhaupt, R. J. (2016). Teachers as leaders: Pre-service teachers’ aspirations and motivations. Teaching and Teacher Education, 57, 176–187. doi: 10.1016/j.tate.2016.03.011
   Web of Science ®Google Scholar
• Rockwell, S. K., & Kohn, H. (1989). Post-then-pre evaluation: Measuring behavior change more accurately. Journal of Extension, 27(2). Retrieved from: http://www.joe.org/joe/1989summer/a5.html
   Google Scholar
• Sato, M., Hyler, M. E., & Monte-Sano, C. B. (2014). Learning to lead with purpose: National Board Certification and teacher leadership development. International Journal of Teacher Leadership, 5(1).
   Google Scholar
• Serafini, F. (2002). Possibilities and challenges: The National Board for Professional Teaching Standards. Journal of Teacher Education, 53(4), 316–327. doi: 10.1177/0022487102053004004
   Web of Science ®Google Scholar
• Vandevoort, L., Amrein-Beardsley, A., & Berliner, D. (2004). National Board certified teachers and their students’ achievement. Education Policy Analysis Archives, 12(46), 46–117. doi: 10.14507/epaa.v12n46.2004
   Google Scholar
• York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255–316. doi: 10.3102/00346543074003255
   Web of Science ®Google Scholar