Literaturnachweis - Detailanzeige
| Autor/inn/en | Darling-Hammond, Linda; Youngs, Peter |
|---|---|
| Titel | Defining "Highly Qualified Teachers": What Does "Scientifically-Based Research" Actually Tell Us? |
| Quelle | In: Educational Researcher, 31 (2002) 9, S.13-25Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0013-189X |
| Schlagwörter | Academic Achievement; Alternative Teacher Certification; Educational Research; Elementary Secondary Education; Preservice Teacher Education; Scientific Research; Teacher Competencies; Teacher Persistence; Teacher Qualifications; Verbal Ability |
| Abstract | Discusses research used to support findings from the U.S. Secretary of Education's report, "Meeting the Highly Qualified Teacher Challenge," and suggests that different conclusions would derive from a well-grounded rendering of the evidence. Examines four propositions (among them, teachers who have completed teacher education programs are academically weak and underprepared for their jobs, and verbal ability and subject matter knowledge are the most important components of teacher effectiveness.) (Contains references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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