Improving Teacher Quality: Lessons from America's "No Child Left Behind"

Autor/inn/en	Smith, Emma; Gorard, Stephen
Titel	Improving Teacher Quality: Lessons from America's "No Child Left Behind"
Quelle	In: Cambridge Journal of Education, 37 (2007) 2, S.191-206 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
Schlagwörter	Federal Legislation; Teacher Effectiveness; School Districts; Developed Nations; Academic Achievement; Teacher Competencies; Educational Policy; Program Effectiveness; Case Studies; Educational Change; Pedagogical Content Knowledge; Teacher Certification; California; United States; Wisconsin + Suchen Sie Ihr Suchwort? Bundesrecht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School district; Schulbezirk; Developed countries; Industriestaat; Industrieland; Schulleistung; Lehrkunst; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Bildungsreform; Pädagogische Kompetenz; Kalifornien; USA
Abstract	How developed countries train, recruit and retain their schoolteachers is an area of considerable interest in education today. In this paper we consider how the US is addressing the issue of teacher quality by holding schools and school districts accountable for ensuring that all teachers of core subjects are "highly qualified" by the end of the 2005-2006 school year. Part of the hugely important "No Child Left Behind Act," this "highly qualified" teacher requirement links billions of dollars of Federal funding to ensuring that schools and school districts develop strategies to meet these targets. We consider how successful this policy has been in two case study states: Wisconsin and California. What emerges is a mandate for change which emphasizes teachers' content knowledge over pedagogic skills, which reveals discrepancies in the certification, training and administration of the profession across different states, and which sharply reminds us of the difficulties faced by even the apparently simple policy of requiring high quality teachers by law. (Contains 3 tables.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10