Teacher qualifications and school climate: examining their interrelationship for school improvement.

Autor/inn/en	DeAngelis, Karen J.; Presley, Jennifer B.
Titel	Teacher qualifications and school climate: examining their interrelationship for school improvement.
Quelle	In: Leadership and policy in schools, 10 (2011) 1, S. 84-120Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1570-0763; 1744-5043
DOI	10.1080/15700761003660642
Schlagwörter	Kompetenz; Bildungspolitik; Nordamerika; Schule; Schulverwaltung; USA; Bildungsmanagement; Bildungspolitik; Schulerfolg; Kompetenz; Schule; Schulverwaltung; Schulkultur; Lehrerausbildung; Schulerfolg; Nordamerika; USA
Abstract	Using Chicago data, we examine whether teacher qualifications and school climate are related and if so, how they interact to improve student learning. We find that schools that are advantaged in one tend to be advantaged in the other. Moreover, while collective teacher qualifications and dimensions of climate independently influence elementary/middle school achievement, the effects of teacher qualifications depend on the level of safety and order in schools. Each is a necessary but not sufficient condition. Thus, although NCLB has focused attention on employing highly qualified teachers, this study suggests that attention needs to be paid to schools' climates as well. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/4