Benchmarking Teacher Education: A Comparative Assessment of the Top Ten Teacher-Producing Universities' Contributions to the Teacher Workforce

Autor/inn/en	Lin, Zeng; Gardner, Dianne
Titel	Benchmarking Teacher Education: A Comparative Assessment of the Top Ten Teacher-Producing Universities' Contributions to the Teacher Workforce
Quelle	In: Planning and Changing, 37 (2006) 3-4, S.258-282 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0032-0684
Schlagwörter	Research Methodology; Teacher Effectiveness; Benchmarking; Alumni; Comparative Analysis; Faculty Development; Surveys; Academic Achievement; Accountability; Educational Improvement; Teachers; Higher Education; Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Survey; Umfrage; Befragung; Schulleistung; Verantwortung; Teaching improvement; Unterrichtsentwicklung; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The purpose of this study is to demonstrate the usefulness of the Schools and Staffing Survey (SASS), for the comparative analysis of alumni teachers. This article shows how SASS can be used as an evaluative tool by any institution that wants to appraise its alumni in comparison to those of its parallel institutions for the purposes of accountability and improvement. The authors discuss the usefulness of the SASS in benchmarking, as well as teacher quality and its proxies. They also present the data sources and research methods, as well as the results of the study. (Contains 8 tables.) (ERIC).
Anmerkungen	Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10