ERIC Number: EJ1164810
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Embracing Teachers as a Vital Literacy Resource
Conley, Mark W.
Journal of Adolescent & Adult Literacy, v61 n4 p365-370 Jan-Feb 2018
The policy reforms over the past 15 years have placed all the responsibility for reading achievement on teachers, with little, if any, support. What many have achieved is declining achievement in comparison with other countries. Moreover, there are increasing teacher shortages, as promising individuals choose other careers and teachers leave the profession. An oft-repeated reason why teachers leave concerns accountability pressures and poor working conditions. This article reviews what countries that perform at the top of the reading achievement scale measured by PISA are doing in their educational systems. Many of these countries are taking a systemic approach to educational reform focused on equitable access to great schools and excellent teachers. Ensuring that the best students are entering the teaching profession and then supporting teachers throughout their careers are cornerstones of this strategy. Countries could make great strides with literacy achievement by embracing teachers as a vital literacy resource.
Descriptors: Reading Achievement, Achievement Gap, Teacher Shortage, Literacy Education, Accountability, Work Environment, Teaching Methods, Comparative Education, Equal Education, Access to Education, School Effectiveness, Teacher Effectiveness, Educational Quality, Career Choice, Teaching (Occupation), Teacher Role, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students
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Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A