This qualitative study presents the perspectives of current, full time Kindergarten through twelfth grade classroom instructors regarding how they define a \"highly qualified\" teacher for themselves and their profession. The investigator collected survey, focus group, and interview data by soliciting responses from 467 teachers in a large urban district.
The theoretical basis for this study builds on the work of Sanders, Rivers and Collins, as well as that of Darling-Hammond that has shown a positive correlation between teacher quality and student achievement. Additionally, in the last decade there has been growing concern that teachers become increasingly involved in research about teaching as proposed by Lind, Little, and Wenglinsky in various publications. Teachers' narratives are needed in the corpus of research on teaching efficacy and to identify those attributes of \"highly qualified\" practitioners. The aim of this study is to bring teachers' voices forward in research regarding how quality is defined in their profession.
","abstract_html":"<p>This qualitative study presents the perspectives of current, full time Kindergarten through twelfth grade classroom instructors regarding how they define a "highly qualified" teacher for themselves and their profession. The investigator collected survey, focus group, and interview data by soliciting responses from 467 teachers in a large urban district.</p> <p>The theoretical basis for this study builds on the work of Sanders, Rivers and Collins, as well as that of Darling-Hammond that has shown a positive correlation between teacher quality and student achievement. Additionally, in the last decade there has been growing concern that teachers become increasingly involved in research about teaching as proposed by Lind, Little, and Wenglinsky in various publications. Teachers' narratives are needed in the corpus of research on teaching efficacy and to identify those attributes of "highly qualified" practitioners. The aim of this study is to bring teachers' voices forward in research regarding how quality is defined in their profession.</p>","abstract_has_math":false,"creators":["Rodenberg, Johanna Kristine"],"institution":null,"degree_name":"EdD Doctor of Education","degree_level":"Dissertation: USD Users Only","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-05-01T07:00:00Z","date_published":"2006-05-01T07:00:00Z","updated_at":"2026-07-24T05:40:56Z","subjects":["Education","Highly qualified","Profession","Teachers","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digital.sandiego.edu/dissertations/947","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Rodenberg, Johanna Kristine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation: USD Users Only"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Highly qualified","Profession","Teachers","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digital.sandiego.edu/dissertations/947"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative study presents the perspectives of current, full time Kindergarten through twelfth grade classroom instructors regarding how they define a \"highly qualified\" teacher for themselves and their profession. The investigator collected survey, focus group, and interview data by soliciting responses from 467 teachers in a large urban district.
The theoretical basis for this study builds on the work of Sanders, Rivers and Collins, as well as that of Darling-Hammond that has shown a positive correlation between teacher quality and student achievement. Additionally, in the last decade there has been growing concern that teachers become increasingly involved in research about teaching as proposed by Lind, Little, and Wenglinsky in various publications. Teachers' narratives are needed in the corpus of research on teaching efficacy and to identify those attributes of \"highly qualified\" practitioners. The aim of this study is to bring teachers' voices forward in research regarding how quality is defined in their profession.
"]},{"key":"dc:title","label":"Title","values":["How teachers define \"highly qualified\" for themselves and their profession"]}]}],"canonical_facts":{"dc:creator":["Rodenberg, Johanna Kristine"],"dc:date.available":["2022-05-17T07:00:00Z"],"dc:description.abstract":["This qualitative study presents the perspectives of current, full time Kindergarten through twelfth grade classroom instructors regarding how they define a \"highly qualified\" teacher for themselves and their profession. The investigator collected survey, focus group, and interview data by soliciting responses from 467 teachers in a large urban district.
The theoretical basis for this study builds on the work of Sanders, Rivers and Collins, as well as that of Darling-Hammond that has shown a positive correlation between teacher quality and student achievement. Additionally, in the last decade there has been growing concern that teachers become increasingly involved in research about teaching as proposed by Lind, Little, and Wenglinsky in various publications. Teachers' narratives are needed in the corpus of research on teaching efficacy and to identify those attributes of \"highly qualified\" practitioners. The aim of this study is to bring teachers' voices forward in research regarding how quality is defined in their profession.
"],"dc:identifier":["https://digital.sandiego.edu/dissertations/947"],"dc:subject":["Education","Highly qualified","Profession","Teachers","Teacher Education and Professional Development"],"dc:title":["How teachers define \"highly qualified\" for themselves and their profession"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation: USD Users Only"],"thesis:degree_name":["EdD Doctor of Education"]},"updated_at":"2026-07-24T05:40:56Z"}