[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-603311-105":3,"doc-detail-603311-en":80,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","can-teacher-qualifying-exams-improve-education-by-joseph-watras","Can Teacher Qualifying Exams Improve Education? - By Joseph Watras","","The text examines how teacher qualifying examinations evolved as reform tools in the United States, tracing a shift from early twentieth-century efforts by college professors to later interventions by private businesses. It describes the use of job analysis to design tests aimed at measuring whether candidates possess minimum teaching skills. Despite claims of preventing harm from ineffective instruction, the author argues these approaches narrowed education, emphasizing efficiency and competency checklists while underplaying broader social insights for students and teachers.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/can-teacher-qualifying-exams-improve-education-by-joseph-watras/603311/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/can-teacher-qualifying-exams-improve-education-by-joseph-watras/603311.png","ImageObject",300,407,{"name":42,"@type":43},"moss~","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How did education reform efforts change from the early twentieth century to the 1970s and 1980s?","Question",{"text":62,"@type":63},"Early reforms involved college professors using business ideas and influence to reshape school policies. Later, private businesses took the lead, borrowing job analysis methods to build tests for state evaluations of teaching candidates.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What is job analysis in the context of these reforms?",{"text":67,"@type":63},"Job analysis is described as a method for breaking down tasks into required steps and skills, which reformers then used to decide what should be taught and how instruction should proceed.",{"name":69,"@type":60,"acceptedAnswer":70},"Why does the text criticize the reforms despite their stated goals?",{"text":71,"@type":63},"The author notes that advocates justified reforms by claiming they prevent harm from inefficient teaching, but the approaches narrowly defined education around minimum competencies and missed the need for wider social insights.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},603311,1792893855,{"code":4,"msg":81,"data":82},"success",{"doc_id":78,"user_id":83,"nickname":42,"user_avatar":84,"doc_module":4,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":86,"file_id":87,"file_url":88,"file_type":89,"file_size":90,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":91,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":96,"read_time":97},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd",8,"Joseph Watras is a professor in the Department ofTeacher Education of the School of Education and Allied Professions atthe University of Dayton, Dayton, Ohio.  \nCan Teacher Qualifying Exams Improve Education?  \nBy Joseph Watras  \nThroughout the twentieth century, educators in the United States borrowed ideas and practices from business people. During the first third of the twentieth century, college professors tried to reform public schools by asking their students who were prospective administrators and teachers to apply to the schools the ways of thinking found within business organizations. Of course, the professors used political influence as well as moral suasion. When their former students occupied positions of authority, these professors served as their consultants to encourage school districts and state departments of education to change their policies and to adopt business practices (Tyack 1974, 126-146) .  \nDuring the 1970sand 1980s, the direction of reform changed. Instead of college professors seeking to change schools, private businesses tried to improve the public schools and the teacher training institutions. Borrowing from the military and industry a  \nmethod called job analysis, these firms constructed tests that the developers claimed would enable state departments of education to determine whether candidates for teaching had the necessary skills to help children master academic materials. Crafting the tests to fit legal requirements, the private consultants sought to have courts sanction their devices. Although the private consultants may have held university positions during their careers, they used their positions outside academia to force teacher training programs to teach the knowledge and skills found on the tests.  \nDespite the change in the stated aims ofthe innovations, advocates of business models in both eras justified their reforms by claiming they wanted to prevent the harm that might occur if inefficient or ineffective ways of teaching prevailed. They used the same methods ofjob analysis to define what should be taught and how instruction should proceed. Further, advocates in both eras narrowly defined education to the extent that they concerned themselves with minimum competencies and overlooked the need for students and teachers to develop wider social insights.  \nJob Analysis in the 1920s  \nIn 1962, Raymond Callahan reviewed materials published between 1900 and 1930 to discover the social forces that shaped the administration of the public schools. In those works, Callahan found school administrators thinking of themselves as business managers or school executives rather than as scholars or educational philosophers. Callahan claimed that the school leaders adopted the values and practices ofthe newly rising corporations for two reasons. The ideology favoring efficiency among the workers was popular. School people could not resist public opinion because the pattern of local control denied them a basis from which they resist. To Callahan, the result was that educational questions were subordinated to business considerations as administrators ignored the need for scholarship and focused more on student rates of success and on the smooth operation of the organization (Callahan 1962, 1-2, 246-247) .  \nDespite Callahan’s argument, it is not clear that educators surrendered to the business model. The spokespeople for this movement claimed this way of thinking would improve schools. For example, in 1923, W.W. Charters explained why curriculum planners should use a method he called job analysis. According to Charters, people did job analysis whenever they listed the steps for some activity such as were found in a recipe for a type of salad dressing. He noted that industries and business organizations had to perform job analyses to select and train people for various positions. Charters claimed there were four general ways to perform these job analyses: a person who was familiar with a task could descr","cbCaie4ykrKJkkXM","https://ap.wps.com/l/cbCaie4ykrKJkkXM","pdf",43972,15,"English","# Can Teacher Qualifying Exams Improve Education?\n## Early twentieth-century business-influenced school reform\n## Reform in the 1970s and 1980s: job analysis and test construction\n## Job analysis in the 1920s\n## Examples of curriculum building using job analysis","[{\"question\":\"How did education reform efforts change from the early twentieth century to the 1970s and 1980s?\",\"answer\":\"Early reforms involved college professors using business ideas and influence to reshape school policies. Later, private businesses took the lead, borrowing job analysis methods to build tests for state evaluations of teaching candidates.\"},{\"question\":\"What is job analysis in the context of these reforms?\",\"answer\":\"Job analysis is described as a method for breaking down tasks into required steps and skills, which reformers then used to decide what should be taught and how instruction should proceed.\"},{\"question\":\"Why does the text criticize the reforms despite their stated goals?\",\"answer\":\"The author notes that advocates justified reforms by claiming they prevent harm from inefficient teaching, but the approaches narrowly defined education around minimum competencies and missed the need for wider social insights.\"}]","Can Teacher Qualifying Exams Improve Education? - By Joseph Watras | PDF",1792096057,38,{"code":4,"msg":81,"data":99},[100,104,108,112,117,122,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},"Exam",70,"exam",{"id":113,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},5,"Comic",60,"comic",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},6,"Technology",50,"technology",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},7,"Healthcare",40,"healthcare",{"id":85,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":113,"slug":145},19,"General","general"]