Good Teaching Matters [electronic resource] : How Well-Qualified Teachers Can Close the Gap / Kati Haycock.
This issue focuses on what recent research from Tennessee, Texas, Massachusetts, and Alabama says about the most significant factor that impacts student achievement: the teacher. After presenting teacher effectiveness data from the four states, it discusses what makes an effective teacher, focusing...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1998.
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MARC
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| 100 | 1 | |a Haycock, Kati. |0 http://id.loc.gov/authorities/names/no91011964 |1 http://isni.org/isni/0000000043515320. | |
| 245 | 1 | 0 | |a Good Teaching Matters |h [electronic resource] : |b How Well-Qualified Teachers Can Close the Gap / |c Kati Haycock. |
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| 500 | |a Sponsoring Agency: State Higher Education Executive Officers Association. |5 ericd. | ||
| 500 | |a ERIC Note: Theme issue. Also supported by the National Association of System Heads. |5 ericd. | ||
| 520 | |a This issue focuses on what recent research from Tennessee, Texas, Massachusetts, and Alabama says about the most significant factor that impacts student achievement: the teacher. After presenting teacher effectiveness data from the four states, it discusses what makes an effective teacher, focusing on the need for strong verbal and math skills, deep content knowledge, and teaching skills. It describes inequities in the distribution of qualified teachers to poor and minority students and explains that this is more an issue of race than of class, since poor white students have a higher likelihood of having well qualified teachers than do poor black students. After discussing how to create a more equitable distribution of teacher expertise, this issue looks at how to ensure qualified teachers for all children. Strategies include creating standards for entry into the teaching profession; setting accountability measures for colleges and universities that prepare teachers; providing professional development for existing teachers; assuring that poor and minority children have teachers who are at least as qualified as the ones who teach other students; implementing parents' right-to-know policies; and instituting recruitment and reward programs to attract the best students into teaching. A sidebar describes state investment in well prepared teachers. (SM) | ||
| 521 | 8 | |a Practitioners. |b ericd. | |
| 521 | 8 | |a Teachers. |b ericd. | |
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| 650 | 0 | 7 | |a Accountability. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Faculty Development. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Knowledge Base for Teaching. |2 ericd. |
| 650 | 0 | 7 | |a Minority Group Children. |2 ericd. |
| 650 | 0 | 7 | |a Preservice Teacher Education. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Certification. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Competencies. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Effectiveness. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Qualifications. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Recruitment. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Skills. |2 ericd. |
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