Trends, Studies and Research T

A | B| C| D| E| F| G| H| I| J| K| L| M| N| O| P| Q| R| S| U| V| W| X| Y| Z


Creating Teacher Incentives for School Excellence and Equity

A newly released report highlights incentives that can be much more effective in attracting and retaining quality teachers than simple merit pay programs. The report shows how merit pay programs that reward teachers based on their students' standardized test scores do little to improve student achievement and offers information on other incentives that could be more successful.


Demonization of Teachers Take Toll on Teacher Job Satisfaction

The 28th Annual MetLife Survey of the American Teacher reports the past two years have seen a significant decline in teachers' satisfaction with their profession, a decrease of 15 points since last measured, and the lowest level in the survey for more than two decades. This decline is coupled with large increases in teachers who say they are likely to leave teaching, and in those who feel job insecurity. Those with high satisfaction are more likely to have adequate opportunities for professional development, time to collaborate with other teachers, and more preparation and supports to engage parents effectively. Read Education Week coverage of this survey

Building a Profession: Strengthening Teacher Preparation and Induction

What do new teachers need to be prepared for that all-important first day of class? An AFT task force on teacher preparation has been searching for answers. Better preparation for all teachers could begin to correct inequities. Today, low-income, high-need schools often attract the least-prepared teachers, who are willing to accept the low salaries offered there. They often come from abbreviated teacher training programs that fail to give them the skills they require to serve these neediest of students. If teacher preparation were more standardized, every teacher would be classroom-ready, even those in the highest-need schools. The AFT task force includes 14 members from the union's teacher and higher education divisions. Their work will continue through July 2012, when they will produce a set of recommendations.

Task Force on Teacher Preparation and Accountability

Concerns over the development of teacher-preparation regulations currently being crafted by the U.S. Department of Education have led to a higher education task force that is ready to release its own guidelines for teacher prep and accountability in Title II of the Higher Education Act. View some of the proposed guidelines. Selectivity of Educator Preparation Programs: from the American Association of Colleges for Teacher Education (AACTE)



The Irreplaceables: Understanding the Real Retention Crisis in America’s Urban Schools.

A new report by the New Teacher Project presents some solid recommendations on what can help keep good teachers on the job, but it doesn't pay enough attention to the need to create continuous development and support systems for all teachers.
The report lays out what teachers say they need to stay on the job, attract other skilled educators to the profession, and help kids learn and grow.



Do public school teachers really receive lavish benefits?

EPI examines a study claiming public school teachers enjoy lavish benefits that are more valuable than their base pay and twice as generous as those of private-sector workers (Richwine and Biggs 2011). This finding, and previous research by the same authors, are at odds with a large body of research showing that public school teachers and other government workers have total compensation that is lower—or at least no higher—than that of comparable private-sector workers.






Vision K-20

Parents and teachers agree that a greater emphasis on technology would be helpful for learning. The survey from the Leading Education by Advancing Digital Commission found 54 percent of teachers and 64 percent of parents think technology in the classroom will become much more important during the next 10 years. The goal of the Vision K-20 survey was to assess the amount of support for the use of educational technology among teachers and parents.


x x
Back to page 1 Continue to next page
 0 user(s) rated this page
Login to leave a comment
No Comments yet