Teacher Quality as a Predictor of Student Achievement in Urban Schools [electronic resource] : A National Focus / Roselia A. Salinas, William Allan Kritsonis and David Herrington.
Research indicates that an increasing demand for teacher accountability and student achievement is at the forefront with the mandate of the No Child Left Behind Act (NCLB) of 2001. These challenges will be crucial in urban and rural schools where the need for classroom teachers in critical teaching...
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Full Text (via ERIC) |
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| Main Author: | |
| Other Authors: | , |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
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2006.
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| Summary: | Research indicates that an increasing demand for teacher accountability and student achievement is at the forefront with the mandate of the No Child Left Behind Act (NCLB) of 2001. These challenges will be crucial in urban and rural schools where the need for classroom teachers in critical teaching areas such as bilingual education, special education, mathematics, science and foreign languages exists. Unfortunately, university teacher preparation programs are not producing sufficient critical teaching areas teacher candidates to meet the demand; meanwhile the number of alternatively certified teacher candidates appears to be increasing with the proliferation of alternative certification programs emerging to address the teacher shortages. It is important to determine whether there are significant differences in student achievement among students based on the certification route of the classroom teacher. The academic achievement of our nation's students is at stake. |
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| Item Description: | Abstractor: Author. Educational level discussed: Higher Education. |
| Physical Description: | 5 pages. |
| Type of Computer File or Data Note: | Text (Information Analyses) Text (Journal Articles) Text (Reports, Evaluative) |
| Preferred Citation of Described Materials Note: | Online Submission, Lamar University--Electronic Journal of Student Research Spr 2006. |