Literaturnachweis - Detailanzeige
| Autor/in | Bracey, Gerald W. |
|---|---|
| Titel | Research: Value-Added Assessment Findings--Poor Kids Get Poor Teachers |
| Quelle | In: Phi Delta Kappan, 86 (2004) 4, S.331Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0031-7217 |
| Schlagwörter | Economically Disadvantaged; Family Characteristics; Educational Research; Educational Opportunities; Accountability; Teacher Effectiveness; Teacher Role; Socioeconomic Status; Academic Achievement |
| Abstract | The Summer 2004 issue of Research Points, a four-page flier from the American Educational Research Association, opens with the fundamental case for value-added assessment: Today's accountability systems place the blame on schools for inadequate student academic achievement, which seems unfair to many people. They believe that family background and the socioeconomic mix of students in the classroom exert such a strong influence on student learning that teachers and schools can have only a limited effect. Important research from the 1960s appeared to bolster that view, but recent studies show clearly that a student can learn more from one teacher than from another and that teachers and schools matter. So the question now is not whether schools and teachers can make a difference, but how much they affect student learning. This article evaluates both sides of this issue. (ERIC). |
| Anmerkungen | Phi Delta Kappa International, Inc., 408 N. Union St., P.O. Box 789, Bloomington, IN 47402-0789. Web site: http://www.pdkintl.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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