Literaturnachweis - Detailanzeige
| Autor/inn/en | Harrell, Pamela Esprivalo; Jackson, J. K. |
|---|---|
| Titel | Redefining Teacher Quality: Myths of No Child Left Behind |
| Quelle | In: Teacher Education and Practice, 17 (2004) 2, S.131-145 (15 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0890-6459 |
| Schlagwörter | Federal Legislation; Academic Ability; Teacher Effectiveness; Teacher Competencies; Teacher Shortage; Alternative Teacher Certification; Teacher Qualifications |
| Abstract | This article describes four myths about teacher quality commonly associated with the 2001 No Child Left Behind (NCLB) legislation. Myth 1 explores the hypothesis that generating an endless supply of new teachers to solve the teacher shortage is the best way to alleviate any real teacher shortage. Myth 2 tackles the assertion that academic ability alone qualifies one to teach, and academic ability is the most important attribute of an effective teacher. A candid discussion about the changing definition of waivers and their role in concealing a growing population of underprepared teachers is discussed in Myth 3. Finally, Myth 4 examines claims that alternative certification programs produce teachers who are as good or better than traditional prepared teachers. (Author). |
| Anmerkungen | Rowman & Littlefield. 4501 Forbes Boulevard Suite 200, Lanham, MD 20706. Tel: 800-462-6420; Tel: 717-794-3800; Fax: 800-338-4550; Fax: 717-794-3803; e-mail: custserv@rowman.com; Web site: http://rowman.com/Page/Journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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