research_report

This research report examines the practice of out-of-field teaching as a possible source of underqualified teaching in U.S. schools.

In this report, Richard Ingersoll focuses on trends over the past decade in the level of underqualified teachers in schools and why recent reforms have failed to adequately address this problem.

<p>This report synthesizes what has been learned about how leaders in urban systems focus their leadership on the improvement of learning, and what it takes to support their leadership in these settings.

This report maps out activities and supporting conditions in states, districts, and schools, that enable educational leadership to exert productive influence on learning. The report draws together threads from the research literature and from practical experimentation in a variety of states, districts, and schools, as described in greater detail within six reports that comprise the Improving Leadership for Learning series.

A 32-page, research-based report that addresses links between leadership and learning. Three learning agendas are discussed and five ways to address those agendas are detailed.

This 112-page report is the document on which the 32-page summary was based. It discusses ideas in greater depth and offers more examples of the ideas at work.

This report addresses the complexity of problems associated with traditional comprehensive high schools. It examines why, despite repeated calls for reform, and various efforts aimed at reform, evidence suggests that what transpires for students inside the high school classroom remains relatively impervious to change. A picture of the terrain of leadership activity important for transforming high schools is proposed followed by questions of how the work of leadership might be accomplished.

In this report, Richard Ingersoll builds on his hypothesis that school staffing problems are due largely to excess demand resulting from high pre-retirement turnover and not solely or even primarily to supply-side deficits in the quantity of teachers produced. He also addresses criticisms of those who argue that concern over teacher turnover is exaggerated.