Doing What Matters Most: Investing in Quality Teaching.

Autor/in	Darling-Hammond, Linda
Institution	National Commission on Teaching & America's Future, New York, NY.
Titel	Doing What Matters Most: Investing in Quality Teaching.
Quelle	(1997), (75 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-9654535-3-7
Schlagwörter	Beginning Teacher Induction; Change Strategies; Educational Change; Educational Quality; Elementary School Teachers; Elementary Secondary Education; Faculty Development; Government School Relationship; Higher Education; Inservice Teacher Education; Knowledge Base for Teaching; Preservice Teacher Education; Public Schools; Secondary School Teachers; State Government; State Standards; Teacher Certification; Teacher Effectiveness; Teacher Qualifications; Teacher Recruitment; Teacher Salaries; Teacher Shortage; Teacher Supply and Demand; Teaching Conditions + Suchen Sie Ihr Suchwort? Lösungsstrategie; Bildungsreform; Quality of education; Bildungsqualität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehramtsstudiengang; Lehrerausbildung; Public school; Öffentliche Schule; Bund-Länder-Beziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrqualifikation; Lehrerrekrutierung; Lehrerbesoldung; Lehrervergütung; Lehrermangel; Lehrerbedarf; Lehrbedingungen; Unterrichtsbedingungen
Abstract	This report gauges progress toward achieving high quality teaching in every classroom, using data about teaching conditions that are new since publication of an earlier report by the National Commission on Teaching and America's Future. Section 1, "Doing What Matters Most: Investing in Quality Teaching," describes the Commission's original findings and recommendations following two years of study. Findings indicate that most schools and teachers cannot achieve new educational goals because they do not know how and do not receive support to do so. Recommendations include linking teacher standards to student standards, reinventing teacher preparation and professional development, overhauling teacher recruitment, putting qualified teachers in every classroom, and organizing schools for success for all. Section 2, "America's Agenda for Education," discusses new standards and new students in America's schools, examining why and how teaching matters. Section 3, "Lessons from Last Decade's Reforms," discusses major initiatives in North Carolina, Connecticut, and other states for improving teaching quality. Section 4, "The Current Status of Teaching," discusses teacher recruitment and teacher supply and demand; salaries and working conditions; retention; qualifications and training; reform of teacher education and induction; access to professional development; and progress in school reform. Section 5, "Evidence of Progress," describes federal, state, and local initiatives to improve quality. Six appendixes offer state report cards on teacher quality; state-by-state data tables; National Council for the Accreditation of Teacher Education, Interstate New Teacher Assessment and Support Consortium, and National Board standards; Commission staff, advisors, and consultants; partner state contact persons; and national organization partners and contact persons. (SM)
Anmerkungen	National Commission on Teaching & America's Future, Kutztown Distribution Center, 15076 Kutztown Road, P.O. Box 326, Kutztown, PA 19530-0326 ($15.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01