1. David F. Labaree, “An Unlovely Legacy: The Disabling Impact of the Market on American Teacher Education,” Phi Delta Kappan 75 (April 1994): 591. See also Kenneth R. Howey and Nancy L. Zimpher, “The Current Debate on Teacher Preparation,” Journal of Teacher Education 37 (September–October 1986): 41–49.
2. See David F. Labaree, The Making of an American High School: The Credentials Market and the Central High School of Philadelphia, 1838–1939 (New Haven, Conn.: Yale University Press, 1988); and Labaree, “From Comprehensive High School to Community College: Politics, Markets, and the Evolution of Educational Opportunity,” in Ronald G. Corwin, ed., Research in Sociology of Education and Socialization, vol. 9 (Greenwich, Conn.: JAI Press, 1990), pp. 203–240.
3. See Merle Borrowman, “Liberal Education and the Professional Preparation of Teachers,” in Borrowman, ed., Teacher Education in America: A Documentary History (New York: Teachers College Press, 1965), p. 1. References to the liberal arts tradition within the context of teacher education appear throughout Borrowman, The Liberal and Technical in Teacher Education: A Historical Survey of American Thought (New York: Bureau of Publications, Teachers College, Columbia University, 1956); in Lawrence A. Cremin, “The Heritage of American Teacher Education,” Journal of Teacher Education 4 (June 1953): 163–164; in G. Clifford and J. Guthrie, Ed School: A Brief for Professional Education (Chicago: University of Chicago Press, 1988); and in Bruce Kimball, Orators and Philosophers (New York: Teachers College Press, 1986). The discussion is adapted after the treatment supplied in Sharon Feiman-Nemser, “Teacher Preparation: Structural and Conceptual Alternatives,” in W. Robert Houston, Martin Haberman, and John Sikula, eds., Handbook of Research on Teacher Education (New York: Macmillan, 1990), p. 214.
4. Arthur G. Powell, The Uncertain Profession: Harvard and the Search for Educational Authority (Cambridge, Mass.: Harvard University Press, 1980), p. 159.
5. Labaree, “An Unlovely Legacy,” p. 595. See also Paul Woodring, New Directions in Teacher Education (New York: Fund for the Advancement of Education, 1957), passim; and Walter Doyle, “Themes in Teacher Education Research,” in Houston, Haberman, and Sikula, eds., pp. 5–6. Note also Labaree, “The Trouble with Ed Schools,” Educational Foundations 10 (Summer 1996), pp. 27–45.