Critical Factors in Developing a Highly Qualified National Teaching Force [electronic resource] / Erling E. Boe and Gema Barkanic.
This paper uses data from the Schools and Staffing Survey (SASS) to examine two main facets of teacher qualifications: teacher certification and degree level. After noting the importance of teacher qualifications to student achievement and to public confidence in the educational system, Section 1 lo...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2000.
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MARC
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| 100 | 1 | |a Boe, Erling E., |d 1933- |0 http://id.loc.gov/authorities/names/n89132600 |1 http://isni.org/isni/000000008472222X. | |
| 245 | 1 | 0 | |a Critical Factors in Developing a Highly Qualified National Teaching Force |h [electronic resource] / |c Erling E. Boe and Gema Barkanic. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2000. | ||
| 300 | |a 14 pages. | ||
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| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). |5 ericd. | ||
| 520 | |a This paper uses data from the Schools and Staffing Survey (SASS) to examine two main facets of teacher qualifications: teacher certification and degree level. After noting the importance of teacher qualifications to student achievement and to public confidence in the educational system, Section 1 looks at sources of partly certified teachers. One of the main sources is the substantial group of people who enter the ranks of teachers employed in public schools each year. Entering teachers are much more likely to be partly certified than are continuing teachers. Section 2 discusses predictors of teacher qualifications. Data from the SASS suggest that the main predictor variable is teaching experience. Others include race, increasing urbanization, and full-time versus part-time employment. Section 3 highlights issues related to teacher certification and turnover, explaining that the percentage of partly certified teachers is three times greater for transitional teachers than for established teachers. (SM) | ||
| 650 | 0 | 7 | |a Beginning Teachers. |2 ericd. |
| 650 | 1 | 7 | |a Degrees (Academic) |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Labor Turnover. |2 ericd. |
| 650 | 0 | 7 | |a Predictor Variables. |2 ericd. |
| 650 | 0 | 7 | |a Preservice Teacher Education. |2 ericd. |
| 650 | 0 | 7 | |a Public Schools. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Competencies. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Qualifications. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Experience. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Skills. |2 ericd. |
| 700 | 1 | |a Barkanic, Gema. | |
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