ERIC Number: EJ720098
Record Type: Journal
Publication Date: 2004
Reference Count: 21
Redefining Teacher Quality: Myths of No Child Left Behind
Harrell, Pamela Esprivalo; Jackson, J. K.
Teacher Education and Practice, v17 n2 p131-145 Spr 2004
This article describes four myths about teacher quality commonly associated with the 2001 No Child Left Behind (NCLB) legislation. Myth 1 explores the hypothesis that generating an endless supply of new teachers to solve the teacher shortage is the best way to alleviate any real teacher shortage. Myth 2 tackles the assertion that academic ability alone qualifies one to teach, and academic ability is the most important attribute of an effective teacher. A candid discussion about the changing definition of waivers and their role in concealing a growing population of underprepared teachers is discussed in Myth 3. Finally, Myth 4 examines claims that alternative certification programs produce teachers who are as good or better than traditional prepared teachers.
Descriptors: Federal Legislation, Academic Ability, Teacher Effectiveness, Teacher Competencies, Teacher Shortage, Alternative Teacher Certification, Teacher Qualifications
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001