Literaturnachweis - Detailanzeige
| Autor/in | Hathaway, Walter E. |
|---|---|
| Titel | Research and Evaluation Challenges to Myths of Education. |
| Quelle | (1982), (20 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Stellungnahme; Educational Quality; Educational Research; Public Opinion; Public Schools; School Effectiveness; School Support; Student Evaluation; Teacher Effectiveness |
| Abstract | Three myths eroding the foundations of public confidence and support for the public school system upon which the climate and performance of the schools depend are discussed: (1) the students are no good--they aren't learning as much as they used to; (2) the schools are no good--they don't help students learn anything anymore; and (3) the teachers are no good--they don't teach students anything anymore. The first two myths of the failure of students to learn and of schools to teach are based primarily upon declining test scores. The correct inference from the observed declines in these scores is that society is sending students less prepared to learn. Regarding the third myth of disaffected, incompetent teachers, a nationwide survey by the American School Boards Association found that as many as 10,000 teachers were dismissed during 1 year in the late seventies because they did not meet district standards. However, this number represents no more than one-half of 1 percent of the nation's 2.2 million teachers who teach 44 million elementary and secondary public school students. The teaching profession consists of an overwhelming preponderance of capable and even outstanding teachers. Included is a study of the attitudes, goals, and perceived competence of Portland Public School teachers and a list of 12 factors of effective schooling. (PN) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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