Teacher Pay for Performance: Context, Status, and Direction

Autor/inn/en	Springer, Matthew G.; Gardner, Catherine D.
Titel	Teacher Pay for Performance: Context, Status, and Direction
Quelle	In: Phi Delta Kappan, 91 (2010) 8, S.8-15 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
Schlagwörter	Merit Pay; Teacher Effectiveness; Teacher Salaries; Information Systems; Data Analysis; Measures (Individuals); Instructional Effectiveness; Teacher Attitudes; Stakeholders; Program Effectiveness; Faculty Mobility; Educational Research; Elementary Secondary Education; Incentives; Job Performance; Academic Achievement; Compensation (Remuneration); Teacher Evaluation; Disadvantaged Schools; Teacher Recruitment; Teacher Persistence + Suchen Sie Ihr Suchwort? Leistungszulage; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerbesoldung; Lehrervergütung; Auswertung; Messdaten; Lehrerverhalten; Bildungsforschung; Pädagogische Forschung; Anreiz; Work performance; Arbeitsleistung; Schulleistung; Abfindung; Kompensation; Lohnausgleich; Teacher appraisal; Lehrerbeurteilung; Lehrerrekrutierung
Abstract	After earlier plans fell out of favor, pay for performance plans are becoming more popular. Factors that make those plans more viable include new data systems and ways to measure performance, increased attention on the importance of effective teaching, the need for efficiencies in salary schedules during tough economic conditions, and a change in attitudes among teachers and other stakeholders. Taken as a whole, pay for performance is now poised to become more reality than simple rhetoric, but much work must be done to ensure pay for performance programs are effective. (Contains 2 tables.) (ERIC).
Anmerkungen	Phi Delta Kappa International. 408 North Union Street, P.O. Box 789, Bloomington, IN 47402-1789. Tel: 800-766-1156; Fax: 812-339-0018; e-mail: orders@pdkintl.org; Web site: http://www.pdkintl.org/publications/pubshome.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10