eric.ed.gov har udgivet: Studies have found substantial sorting of teachers across schools, with the schools with the highest proportions of poor, non-white, and low-scoring students having the least qualified teachers as measured by certification, exam performance, and inexperience (Lankford, Loeb and Wyckoff, 2002). Yet, there have been substantial changes in the educational policy landscape over the past five years. New laws, including the No Child Left Behind Act of 2001 (NCLB), have changed requirements for teachers. Assessment-based accountability policies at the state-level have created standards and increased oversight of schools, especially those with low-achieving students. New routes into teaching, many with fewer requirements before teaching, have changed the cost for individuals to enter the teaching profession. These changes have affected teacher labor markets profoundly. In this paper the authors examine… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In the context of an ongoing policy crisis in relation to the qualifications of the early childhood workforce in England, this paper first rehearses the context and long overdue need for reform before presenting a framework for career structure and professional early childhood education qualifications in England. This framework is designed to address difficulties of recruitment, retention, and progression, and thereby raise the status of qualifications and the roles they enable early years practitioners to undertake. The paper ends by reiterating the importance of qualifications for those working in early childhood education, what they need to study and how what they study equips them for their various roles. Link til kilde
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eric.ed.gov har udgivet: Do charter schools draw good teachers from traditional, mainstream public schools? Using a panel dataset of all North Carolina public school teachers from 1997-2007, this research paper finds nuanced patterns of teacher quality flowing into charter schools. High rates of inexperienced and uncertified teachers moved to charter schools, but among certified teachers changing schools, the on-paper qualifications of charter movers were better or no different than the qualifications of teachers moving to comparable mainstream schools. Estimated measures of classroom performance for a subset of grade 3-5 teachers show that charter movers were more effective in math and reading instruction, relative to other mobile teachers. Charter movers compared less favorably, however, to non-mobile teachers and colleagues within their sending schools. The distribution of classroom performance among future charter… Continue Reading →
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eric.ed.gov har udgivet: Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this comprehensive resource and many others. The data in this document show at least 20 states require some form of math knowledge for pre-service teacher candidates. Five additional states only require professional development in math for in-service teachers, with three states having requirements for both teacher candidates and current… Continue Reading →
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eric.ed.gov har udgivet: Historically, students took Algebra I in high school, but there has been a recent trend toward taking it in middle school (Domina, 2014). In the past two decades the proportion of middle school students taking Algebra I or more-advanced math courses has doubled (Domina, 2014). Success in Algebra I is important because it is a gateway course for advanced math (Star et al., 2015). Students who take and pass Algebra I are more likely to take and pass more-advanced math courses in high school (Snipes & Finkelstein, 2015). This trend has created a need for middle school teachers with more-advanced knowledge of math content, because prior research has suggested that teachers’ knowledge of math content plays an important role in student achievement (National Mathematics Advisory Panel, 2008).… Continue Reading →
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