Literaturnachweis - Detailanzeige
| Autor/inn/en | Shuls, James V.; Trivitt, Julie R. |
|---|---|
| Titel | Teacher Effectiveness: An Analysis of Licensure Screens |
| Quelle | In: Educational Policy, 29 (2015) 4, S.645-675 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0895-9048 |
| DOI | 10.1177/0895904813510777 |
| Schlagwörter | Teacher Effectiveness; Teacher Certification; Alternative Teacher Certification; Licensing Examinations (Professions); Predictor Variables; Academic Achievement; Comparative Analysis; Mathematics Achievement; Language Arts; Standardized Tests; Arkansas |
| Abstract | Historically, the government has sought to improve the quality of the teacher workforce by requiring certification. Teachers are among the most licensed public personnel employees in the United States. Traditionally, an education degree with a student teaching experience and passage of licensure exams were necessary for licensure. In the 1980s, alternative paths to certification developed. In this article, we evaluated the impact of licensure screens and licensure routes on student achievement. Our findings from an analysis of Arkansas data suggest that there is little difference in terms of quality between traditionally and alternatively certified teachers. However, licensure exams do have some predictive power. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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