ERIC Number: EJ963113
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 4
Teacher Quality: What's Wrong with U.S. Strategy?
Educational Leadership, v69 n4 p42-46 Dec 2011-Jan 2012
In this commentary, Tucker asserts that countries that perform well on international comparisons of student achievement all take a different approach to ensuring teacher quality than the United States does. These top-performing countries have established high standards for getting into schools of education; they are moving teacher education programs into research universities; they require that teachers be expert in the subjects they teach; they ensure that new teachers have been thoroughly trained in their craft; and they compensate teachers well. The United States does the opposite on almost every point. What's more, the U.S. reform strategy to improve teacher quality--reward the best teachers and get rid of the worst--will only make things worse, says Tucker. He advocates that the United States reverse direction and "embrace the system for improving teacher quality that the top-performing countries embraced years ago."
Descriptors: Schools of Education, Teacher Effectiveness, Teacher Education Programs, Research Universities, Educational Change, Academic Achievement, Teacher Education
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United States