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Surveying the Landscape of Teacher Education in New York City: Constrained Variation and the Challenge of Innovation

University of Albany

Pam L. Grossman and Karen Hammerness

Stanford University

R. Hamilton Lankford

University of Albany

Susanna Loeb

Stanford University

Morva McDonald

University of Washington

Michelle Reininger

Northwestern University

Matthew Ronfeldt

Stanford University

James Wyckoff

University of Virginia

In this article, the authors describe the state of teacher education in and around the large and diverse school district of New York City. Using multiple data sources, including program documents, interviews, and surveys of teachers, this study attempts to explore the characteristics of programs that prepare elementary teachers of New York City public schools, including the kinds of programs that exist, who enters these different programs, who teaches in the programs, and what characterizes the core curriculum. A central question concerns the amount of variation that exists in the preparation of elementary teachers for a single, large school district. Despite the number and variety of programs that exist to prepare elementary teachers, the authors found the overall curriculum and structure of teacher education to be more similar than different. To understand this lack of variation, the authors draw on organizational theory, particularly, the concept of institutional isomorphism, to examine the case of teacher education. The authors conclude with recommendations for what it might take to change the landscape of teacher education in the context of a large urban district.

Key Words: teacher education • teacher labor markets • alternative certification

This version was published on December 1, 2008

Educational Evaluation and Policy Analysis, Vol. 30, No. 4, 319-343 (2008)
DOI: 10.3102/0162373708322737


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