NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ662187
Record Type: Journal
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0013-189X
Defining "Highly Qualified Teachers": What Does "Scientifically-Based Research" Actually Tell Us?
Darling-Hammond, Linda; Youngs, Peter
Educational Researcher, v31 n9 p13-25 Dec 2002
Discusses research used to support findings from the U.S. Secretary of Education's report, "Meeting the Highly Qualified Teacher Challenge," and suggests that different conclusions would derive from a well-grounded rendering of the evidence. Examines four propositions (among them, teachers who have completed teacher education programs are academically weak and underprepared for their jobs, and verbal ability and subject matter knowledge are the most important components of teacher effectiveness.) (Contains references.) (SM)
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A