Bibliography – Blog Post 2

1.Glover, Derek, and Sue Law. Improving Learning: Professional Practice in Secondary Schools. Buckingham, Open University Press, 2002.

This source explains how teachers can be effective in the classroom and maximize students’ learning capacity. It defines what a successful school is and what the culture and leadership of a successful school looks like, and specifically discusses some of the obstacles that a teacher may face in creating an effective learning environment, such as an overcrowded classroom. This connects to my idea that teachers must be qualified to create such an effective learning environment and tackle these challenges, and while it was not published within the last 5 years, it is still relevant because it focuses on methodology and theory rather than current events. I hope to use this source to define successful learning environments and highlight ways in which an unqualified teacher may have difficulty creating one.

2. Elvira, Quincy, et al. “Development and Validation of a Supportive Learning Environment for Expertise Development Questionnaire (SLEED-Q).” Learning Environments Research, vol. 19, no. 1, Apr. 2016, pp. 17–41., doi:10.1007/s10984-015-9197-y.

This source discusses a psychological measure that was implemented in some schools in the Netherlands to measure the importance of a supportive learning environment in developing students’ expertise in school subjects. While this was implemented outside of the U.S., the theories behind the research itself can be applied to the idea in my paper that unqualified teachers may have more difficulty creating a supportive learning environment to facilitate students’ development of expertise.

3. Strolin-Goltzman, Jessica, et al. “The Moderating Effect of School Type on the Relationship between School-Based Health Centers and the Learning Environment.” Social Work in Public Health, vol. 27, no. 7, 12 Nov. 2012, pp. 699–709., doi:10.1080/19371910903323815.

This article focused on the idea that school type may have some effect on the existence of health centers in schools, which in turn may affect the learning environment of these differing types of schools. While it is a bit of a circular connection with the health centers in the schools between types of schools and learning environment, I hope to use this to show that types of schools do have an effect on the learning environment, and that teachers play an important role in that, particularly since some of the questions that the researchers surveyed the parents on had to do with the teachers in their children’s schools.

4. Opdenakker, Marie-Christine, and Jan Van Damme. “Differences between Secondary Schools: A Study about School Context, Group Composition, School Practice, and School Effects with Special Attention to Public and Catholic Schools and Types of Schools.” School Effectiveness and School Improvement, vol. 17, no. 1, 16 Feb. 2007, pp. 87–117., doi:10.1080/09243450500264457.

This source focused intensively on the differences between types of schools, specifically public and Catholic, which was one of the primary focuses of my thesis, and the effects the schools had on their students. While it was conducted in the Netherlands, the basic idea behind the study is the same as in my paper – i.e. that the learning environment may vary by school type and thus by teacher preparation/certification requirements.

A lot of the sources I found were about the learning environment and its efficacy and types of schools. Originally, my argument was going to be that variations in teacher certification requirements affect this, but I haven’t found much (or any) research on this. It seems that my paper is heading more in the direction of the idea that the learning environment will vary by school type in terms of culture and efficacy.

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