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Author: National Research Council
Publisher: National Academies Press
ISBN: 0309047927
Category : Education
Languages : en
Pages : 344
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Book Description
This book examines policy issues, projection models, and data bases pertaining to the supply of, demand for, and quality of teachers in the United States from kindergarten to twelfth grade. It identifies additional data needed to clarify policy issues or for use in projection models, with a long-range view of contributing to the development of a teaching force of higher quality in the United States. The book has major implications for the teacher work force and for statisticians and researchers involved in investigating, modeling, and projecting teacher supply, demand, and quality.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309047927
Category : Education
Languages : en
Pages : 344
Get Book Here
Book Description
This book examines policy issues, projection models, and data bases pertaining to the supply of, demand for, and quality of teachers in the United States from kindergarten to twelfth grade. It identifies additional data needed to clarify policy issues or for use in projection models, with a long-range view of contributing to the development of a teaching force of higher quality in the United States. The book has major implications for the teacher work force and for statisticians and researchers involved in investigating, modeling, and projecting teacher supply, demand, and quality.
Author: Jennifer King Rice
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 80
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Book Description
Teacher quality is the single most important school-related factor influencing student success. The author examines the body of research on the subject of teacher quality to draw conclusions about which attributes makes teachers most effective, (experience, preparation programs and degrees, type of certification, specific coursework taken in preparation for the profession, and teachers' own test scores), with a focus on aspects of teacher quality that can be translated into policy recommendations and incorporated into teaching practice.
Author: Richard M. Ingersoll
Publisher: Harvard University Press
ISBN: 9780674038950
Category : Education
Languages : en
Pages : 370
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Book Description
Schools are places of learning but they are also workplaces, and teachers are employees. As such, are teachers more akin to professionals or to factory workers in the amount of control they have over their work? And what difference does it make? Drawing on large national surveys as well as wide-ranging interviews with high school teachers and administrators, Richard Ingersoll reveals the shortcomings in the two opposing viewpoints that dominate thought on this subject: that schools are too decentralized and lack adequate control and accountability; and that schools are too centralized, giving teachers too little autonomy. Both views, he shows, overlook one of the most important parts of teachers' work: schools are not simply organizations engineered to deliver academic instruction to students, as measured by test scores; schools and teachers also play a large part in the social and behavioral development of our children. As a result, both views overlook the power of implicit social controls in schools that are virtually invisible to outsiders but keenly felt by insiders. Given these blind spots, this book demonstrates that reforms from either camp begin with inaccurate premises about how schools work and so are bound not only to fail, but to exacerbate the problems they propose to solve.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309171067
Category : Education
Languages : en
Pages : 472
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Book Description
Americans have adopted a reform agenda for their schools that calls for excellence in teaching and learning. School officials across the nation are hard at work targeting instruction at high levels for all students. Gaps remain, however, between the nation's educational aspirations and student achievement. To address these gaps, policy makers have recently focused on the qualifications of teachers and the preparation of teacher candidates. This book examines the appropriateness and technical quality of teacher licensure tests currently in use, evaluates the merits of using licensure test results to hold states and institutions of higher education accountable for the quality of teacher preparation and licensure, and suggests alternatives for developing and assessing beginning teacher competence. Teaching is a complex activity. Definitions of quality teaching have changed and will continue to change over time as society's values change. This book provides policy makers, teacher testers, and teacher educators with advice on how to use current tests to assess teacher candidates and evaluate teacher preparation, ensuring that America's youth are being taught by the most qualified candidates.
Author: James H. Stronge
Publisher: Corwin Press
ISBN: 1483363511
Category : Education
Languages : en
Pages : 201
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Book Description
This review of existing teacher compensation models provides school administrators with a research-based approach for developing a compensation system that attracts and retains high-quality teachers.
Author: Prateek Tandon
Publisher: World Bank Publications
ISBN: 1464804184
Category : Education
Languages : en
Pages : 173
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Book Description
This book diagnoses Cambodian teaching quality and presents policy options for reform.
Author: Williamson F. Evers
Publisher: Hoover Institution Press
ISBN: 0817929339
Category : Education
Languages : en
Pages : 94
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Book Description
In this book some of the brightest minds in education research have studied pressing questions about teacher quality and practices, reviewed thousands of education studies, examined state test scores, explored education theories, and then affirmed that we know what works. We must now ensure that the system provides the best possible education for kids.
Author: Gerald Rupert Grace
Publisher: Multilingual Matters
ISBN: 9781853591556
Category : Business & Economics
Languages : en
Pages : 100
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Book Description
When Sir Claus Moser said in his Presidential Address to the British Association (1990) that central to all school problems is the state of the teaching profession, he was expressing a widely held view. The decade of the 1980s in many English-speaking countries has done little to improve the morale and work conditions of teachers in publicly provided education. The gap between the public rhetoric which acknowledge the importance of teachers and the realities which teachers experience remains very great. With reference to England and Wales this timely and critically stimulating book examines the issues which have to be addressed in the 1990s. It provides an agenda for educational policies and practices which take seriously the importance of teachers as key agents for realizing equal educational opportunities for all.
Author: Dana Goldstein
Publisher: Anchor
ISBN: 0345803620
Category : Education
Languages : en
Pages : 385
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Book Description
NEW YORK TIMES BESTSELLER • A groundbreaking history of 175 years of American education that brings the lessons of the past to bear on the dilemmas we face today—and brilliantly illuminates the path forward for public schools. “[A] lively account." —New York Times Book Review In The Teacher Wars, a rich, lively, and unprecedented history of public school teaching, Dana Goldstein reveals that teachers have been embattled for nearly two centuries. She uncovers the surprising roots of hot button issues, from teacher tenure to charter schools, and finds that recent popular ideas to improve schools—instituting merit pay, evaluating teachers by student test scores, ranking and firing veteran teachers, and recruiting “elite” graduates to teach—are all approaches that have been tried in the past without producing widespread change.
Author: Christopher Day
Publisher: Routledge
ISBN: 1136685839
Category : Education
Languages : en
Pages : 204
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Book Description
This book unpicks the complex, dynamic blend of individuals’ psychological and professional assets, workplace conditions and leadership support which enable teachers who stay in teaching to continue to make a difference in their careers, regardless of shifts in policy, workplace, professional and personal circumstances. Whilst much has been written over the years about teacher stress and burnout, there is very little research which reports on the conditions which are essential for teachers to sustain their commitment and effectiveness over their professional lives, in contexts of challenge and change. Drawing upon a range of educational, psychological, socio-cultural and neuro-scientific research, together with vivid accounts from teachers in a variety of primary and secondary schools internationally, and from their own research on teachers’ work and identities, the authors discuss the dynamic nature, forms and practices of teacher resilience. They argue that resilience in teachers is not only their ability to bounce back in extremely adverse circumstances but that it is the capacity of teachers for everyday resilience which enables them to sustain their commitment and effectiveness in responding positively to the unavoidable uncertainties inherent of their professional lives. The authors conclude that resilience in teachers can be nurtured by the intellectual, social and organisational environments in which teachers work and live, rather than being simply a personal attribute or trait, determined by nature. Resilient Teachers, Resilient Schools will be of key interest to policy makers, head teachers, teachers and training and development organisations who wish to improve quality and standards in schools.
