Teacher Quality: What's Wrong with U.S. Strategy?

Autor/in	Tucker, Marc
Titel	Teacher Quality: What's Wrong with U.S. Strategy?
Quelle	In: Educational Leadership, 69 (2012) 4, S.42-46 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Stellungnahme; Schools of Education; Teacher Effectiveness; Teacher Education Programs; Research Universities; Educational Change; Academic Achievement; United States + Suchen Sie Ihr Suchwort? Erziehungswissenschaftliche Fakultät; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Forschungseinrichtung; Bildungsreform; Schulleistung; USA
Abstract	In this commentary, Tucker asserts that countries that perform well on international comparisons of student achievement all take a different approach to ensuring teacher quality than the United States does. These top-performing countries have established high standards for getting into schools of education; they are moving teacher education programs into research universities; they require that teachers be expert in the subjects they teach; they ensure that new teachers have been thoroughly trained in their craft; and they compensate teachers well. The United States does the opposite on almost every point. What's more, the U.S. reform strategy to improve teacher quality--reward the best teachers and get rid of the worst--will only make things worse, says Tucker. He advocates that the United States reverse direction and "embrace the system for improving teacher quality that the top-performing countries embraced years ago." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10