Literaturnachweis - Detailanzeige
Autor/inn/en | Goldhaber, Dan; Theobald, Roddy; Tien, Christopher |
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Titel | Why We Need a Diverse Teacher Workforce |
Quelle | In: Phi Delta Kappan, 100 (2019) 5, S.25-30 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0031-7217 |
DOI | 10.1177/0031721719827540 |
Schlagwörter | Diversity (Faculty); Public Schools; Student Diversity; Role Models; Racial Factors; African American Students; African American Teachers; Low Income Students; At Risk Students; Mathematics Achievement; Achievement Gap; Reading Achievement; White Students; Grade 4; National Assessment of Educational Progress Public school; Öffentliche Schule; Identifikationsfigur; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; School year 04; 4. Schuljahr; Schuljahr 04 |
Abstract | Despite the consistent policy focus on diversifying the teacher workforce, this workforce still fails to reflect the diversity of the student body in U.S. public schools. Dan Goldhaber, Roddy Theobald, and Christopher Tien examine the theoretical arguments and empirical evidence supporting the importance of teacher workforce diversity. They conclude that there are good theoretical reasons to believe that students of color would benefit from a more diverse teaching workforce, and these theoretical arguments are largely backed by empirical evidence suggesting that there are small but meaningful "role model effects" when students of color are taught by teachers of the same race. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |