Preparing Teachers: Highly Qualified to Do What? Editors’ introduction


  • Elaine Chin San Jose State University
  • Pia L. Wong California State University Sacramento



teacher education, NCLB, Common Core Standards.


The No Child Left Behind Act of 2001 has had significant effects on teacher preparation programs, both in terms of changes required for policy compliance and through important program adjustments. These adjustments have largely been made in response to changes in partner schools and districts, where pacing guides, scripted curricula, benchmark testing and program improvement mandates are now the norm. In the context of anticipated robust policy activity in K-12 education and teacher education (e.g., possible re-authorization of the Elementary and Secondary Education Act, adoption of the Common Core Standards, new teacher certification performance assessments, etc.), it is important to understand the ways in which the current federal law, focused primarily on K-12 education, has also shaped teacher preparation programs. Paying attention to the dynamics involved in such context that his article introduces the articles of EPAA/AAPE’s Special Issue on Preparing Teachers: Highly Qualified to Do What?


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Author Biographies

Elaine Chin, San Jose State University

Elaine Chin began her appointment as Dean of the Connie L. Lurie College of Education at San José State University on June 1, 2009.  Prior to that, she was the Associate Dean of the Lurie College of Education from August 2007 to May 2009.   She has held a number of administrative and faculty positions, including Department Chair and Associate Director of Teacher Education and in the College of Education at Cal Poly, San Luis Obispo and faculty in the School of Education at The University of Michigan, Ann Arbor.  She is a former high school English and Journalism teacher. She has been active in research on alternative teacher certification programs, policies governing teacher licensure, socialization into the professions, and the development of professional expertise by novices in the fields of journalism, medicine, chemistry and K-12 teaching.  Her publications include articles and book chapters in Educational Researcher, Written Communication, The Journal of Learning Sciences and The International Handbook of Educational Policy. She holds a Ph.D. in Education from Stanford University, an M.A.T. in English Education from The University of Chicago, and an A.B. with Honors in English from The University of Chicago.

Pia L. Wong, California State University Sacramento

Pia Lindquist Wong, Ph.D., is the Chair of the Department of Teaching Credentials at California State University, Sacramento (CSUS).  Her research focuses on urban professional development schools, teacher practices in the context of urban school reform and democratic education, and comparative and international education. She teaches courses on critical pedagogy, multicultural and bilingual education, and educational research. From 2000 until 2008, she was the Project Director for the Equity Network, an urban school reform and teacher preparation partnership that included 12 professional development schools, 5 districts, 2 teachers’ associations and Sacramento Area Congregations Together and was supported in part by grants from the U.S. Department of Education and the California Post-Secondary Education Commission. She is a member of the Committee on Accreditation for the CA Commission on Teacher Credentialing and currently serves as co-chair of the Teacher Advisory Panel, convened by the CTC. Dr. Wong has collaborated with Brazilian scholars on school reform in Brazil and has served as a consultant to the Secretariats of Education in the states of Minas Gerais and Paraná. She co-edited (with Ronald Glass) Prioritizing urban children, their teachers, and schools through professional development schools (2009), co-authored Education and Democracy: Paulo Freire, Education Reform and Social Movements(1998) with Maria Pilar O’Cadiz and Carlos Alberto Torres, and published other articles in journals such as Comparative Education ReviewTeacher Education Quarterly, and Journal of Educational Policy. Dr. Wong received a B.A. with Honors in Latin American Studies and an M.A. in City Planning from the University of California, Berkeley, and a Ph.D. in International Development Education from Stanford University.  She is married to Bruce Griesenbeck, a transportation planner, and they are the proud parents of Riley Hui (16 years) and Emily Ming (14 years).




How to Cite

Chin, E., & Wong, P. L. (2013). Preparing Teachers: Highly Qualified to Do What? Editors’ introduction. Education Policy Analysis Archives, 21, 54.