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ERIC Number: EJ766150
Record Type: Journal
Publication Date: 2007-Jun
Pages: 16
Abstractor: Author
Reference Count: 62
ISSN: ISSN-0305-764X
Improving Teacher Quality: Lessons from America's "No Child Left Behind"
Smith, Emma; Gorard, Stephen
Cambridge Journal of Education, v37 n2 p191-206 Jun 2007
How developed countries train, recruit and retain their schoolteachers is an area of considerable interest in education today. In this paper we consider how the US is addressing the issue of teacher quality by holding schools and school districts accountable for ensuring that all teachers of core subjects are "highly qualified" by the end of the 2005-2006 school year. Part of the hugely important "No Child Left Behind Act," this "highly qualified" teacher requirement links billions of dollars of Federal funding to ensuring that schools and school districts develop strategies to meet these targets. We consider how successful this policy has been in two case study states: Wisconsin and California. What emerges is a mandate for change which emphasizes teachers' content knowledge over pedagogic skills, which reveals discrepancies in the certification, training and administration of the profession across different states, and which sharply reminds us of the difficulties faced by even the apparently simple policy of requiring high quality teachers by law. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; United States; Wisconsin
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001