The framework for this study includes five broad categories of measurable and policy-relevant indicators to organize the teacher characteristics assumed to reflect teacher quality. The focus is on aspects of teacher background that can be translated into policy recommendations and incorporated into teaching practice. It is important to note that many personal characteristics important for a good teacher are not measured in the studies reviewed. For example, developing an approach to policy that values different and multiple teacher characteristics based on the research evidence may prove promising. Greater clarity on the empirical evidence can inform the wisdom of current practice, guide state efforts as they struggle with No Child Left Behind compliance regarding teacher quality, and provide direction for future teacher policy decisions. This analysis reviews a wide range of empirical studies that examine the impact of teacher characteristics on teacher effectiveness in order to draw conclusions about the extent to which these characteristics are, in fact, linked with teacher performance. In the absence of a strong, robust, and deep body of research, the debate in this field is largely ideological. Given the size of this investment, there is remarkably little research to guide such critical decisions as whom to hire, retain, and promote. Moreover, teacher compensation represents a significant public investment: in 2002 alone, the United States invested $192 billion in teacher pay and benefits. In fact, it is the most important school-related factor influencing student achievement.
Fidell ended her film with the titular teacher on the brink of exposure here, she has the chance to delve into the aftermath of the abuse.
0 kommentar(er)
