eric.ed.gov har udgivet: Quality teaching is essential to providing children with the knowledge and skills necessary for a high quality of life. It’s essential to the economy, as well. Business thrives when it has ready access to an educated workforce, allowing Arizona to compete for the best industries and companies. Quality teaching helps build the society in which we live today and tomorrow. This report uses hard data as well as voices from teachers themselves to describe the current state of Arizona’s educational workforce, specifically focusing on the factors that attract new teachers into the profession and those factors that drive too many existing teachers out of it. Highlights of the findings include the following: (1) Teachers of the baby-boom generation are approaching the end of their careers and will… Continue Reading →
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eric.ed.gov har udgivet: Recruiting, preparing, and retaining high quality secondary mathematics and science teachers are three of the most critical problems in the nation’s urban schools that serve a vast majority of children from socially and economically disadvantaged backgrounds. Although the factors contributing to these problems are complex, one area that has caught the attention of leaders of the teacher education community centers are the alternative pathways (or routes) through which teachers are trained and allowed into the profession. Many of these alternative pathways, teacher educators argue, aim to move teachers into teaching on a fast track and thereby short-change the necessary training that candidates need to have to become adequately prepared as classroom teachers. This article looks at the arguments on both sides: proponents and critics of traditional and… Continue Reading →
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eric.ed.gov har udgivet: In spring 2011, public higher education is under attack as never before. Public institutions have been targeted for drastic cuts in the past, but now the attacks are aimed at the very core of the educational enterprise and at the basic rights of college faculty and staff. This, in turn, has the potential of placing at risk the practices and policies that have arisen on campuses around the country to diversify the racial, ethnic and gender composition of the faculty corps. Diversity-related efforts do cost money, of course, and periodic budget crises can create situations in which institutions may sacrifice faculty diversity efforts on the altar of financial exigency. By undertaking a series of publications on diversity issues, the American Federation of Teachers (AFT) is saying that… Continue Reading →
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eric.ed.gov har udgivet: We examine earnings records for more than 90,000 classroom teachers employed by Florida public schools between the 2001-02 and 2006-07 school years, roughly 20,000 of whom left the classroom during that time. A majority of those leaving the classroom remained employed by public school districts. Among teachers in grades 4-8 leaving for other industries, a 1 standard deviation increase in estimated value-added to student math and reading achievement is associated with 6-9 percent higher earnings outside of teaching. The relationship between effectiveness and earnings is stronger in other industries than it is for the same groups of teachers while in the classroom, suggesting that current compensation systems do not fully account for the higher opportunity wages of effective teachers. Tables are appended. (Contains 5 figures, 8 tables… Continue Reading →
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eric.ed.gov har udgivet: Teacher quality research and the study of teacher effects received renewed attention and emphasis with Sanders and Rivers’ (1996) startling finding that teacher effects are both additive and cumulative, persisting up to an estimated two years after the student has left the teacher’s classroom. Sanders and Rivers estimated that a student receiving regular assignments (even by chance) to more effective teachers resulted in differential impact on math achievement by as much as 50 percentile points. Although these findings have undergone subsequent criticism and dispute, they serve to underscore the importance of teaching quality on student learning. This Evidence Based Education (EBE) Request seeks to provide an overview of recent research regarding teacher quality with special concentration on the teacher effects literature. Particular emphasis has been placed on… Continue Reading →
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eric.ed.gov har udgivet: Tennessee Code Annotated 49-5-108 specifies that the State Board of Education “with the assistance of the department of education and the Tennessee higher education commission, shall develop a report card or assessment on the effectiveness of teacher training programs.” The State Board is directed to “annually evaluate performance of each institution of higher education providing an approved program of teacher training and other state board approved teacher training programs.” The performance is meant to “focus on the performance of each institution’s graduates and shall include, but not be limited to, the following areas: (1) Placement and retention rates; (2) Performance on Praxis examinations or other tests used to identify teacher preparedness; and (3) Teacher effect data created pursuant to Section 49-1-606.” Each teacher training institution and each… Continue Reading →
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eric.ed.gov har udgivet: Business leaders in Minnesota cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. Minnesota students have made some gains in math since 2003, yet this success masks large racial and ethnic gaps in student achievement and access to opportunity. Not enough students–least of all minorities–have the chance to learn rich and challenging content that prepares them for college and careers. Black and Hispanic students also receive a disproportionately small share of STEM degrees and certificates awarded in the state. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Delaware cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. Delaware students have already made real progress in math over the past decade the state also shows strengths in science. Elementary students spend more time on science than their peers in other states do, and eighth graders are more likely to conduct hands-on investigations. Yet not enough students-least of all minorities-get the chance to learn rich and challenging content that prepares them for college and careers. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Arkansas cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. Students in Arkansas have made real progress in math over the past decade. Yet not enough students, least of all minorities, are getting exposed to challenging content to prepare them for college and careers. The stakes in the state are very high. While the number of college degrees and certificates in the state rose almost dramatically in the last decade, it actually fell in STEM, particularly among women. Link til kilde
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eric.ed.gov har udgivet: The objective of this study is to use nationally representative data to examine the rates, destinations and sources of math and science teacher turnover. There are four sets of research questions the authors address concerning the departure of mathematics and science teachers from their schools: (1) At what rates do mathematics/science teachers move from or leave their teaching jobs? How do their turnover rates compare to those of other teachers? Have their turnover rates changed over time? What is the magnitude of both math science teacher mobility and attrition?; (2) Which types of schools have higher levels of mathematics/science teacher turnover?; (3) What are the destinations of mathematics/science teachers who move from or leave their teaching jobs? What proportions of those departing move to other schools, quit… Continue Reading →
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