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Teacher Reform
Teacher Reform Resources
Online Papers
- Teacher Quality and Student Achievement: A Review of
State Policy Evidence
Linda Darling-Hammond (Stanford Univ.)
Education Policy Analysis Archives, v8 n1 Jan 2000
Full-text online -- http://epaa.asu.edu/epaa/v8n1/
ABSTRACT: This study examines the ways in which
teacher qualifications and other school inputs are related to student achievement across
states in the U.S. The findings of both the qualitative and quantitative analyses suggest
that policy investments in the quality of teachers may be related to improvements in
student performance. Quantitative analyses indicate that measures of teacher preparation
and certification are by far the strongest correlates of student achievement in reading
and mathematics, both before and after controlling for student poverty and language
status. Analysis suggests that policies adopted by states regarding teacher education,
licensing, hiring, and professional development may make an important difference in the
qualifications and capacities that teachers bring to their work.
- The China Experience: Providing Teacher Training
Through Educational Television
Yidan Wang (Asian Development Bank Institute)
USAID, Advancing Basic Education and Literacy Project, March 2000
Full-text online -- http://www.dec.org/pdf_docs/PNACH453.pdf
ABSTRACT: In contrast to the many disappointing
early efforts in the use of television in formal education, this paper describes the great
success achieved in using television to upgrade the capacity of millions of teachers in
China via the China Television Teachers' College (CTVTC). The study begins by providing a
context for the reform of the 1970's and 80's in China, then looks at the administration
and organization, curriculum and programming, and production and transmission of CTVTC
programming. It goes on to analyze implementation, examining variations between the
provinces and the integration of educational television with other distance education
programs, and presents the program's achievements and challenges.
Journal
Articles
Demis Kunje (Univ. of
Malawi) and Janet Stuart (Univ. of Sussex)
International Journal of Educational Development, v19 n2 March 1999, p157-66
ABSTRACT: In the aftermath of the introduction of free primary
education in Malawi, 17000 untrained teachers were recruited to meet the new demand for
schooling. This article reports a study carried out to investigate how the new recruits
were coping and how far the schools were able to provide informal on-the-job training. It
also describes how action research was introduced to help heads and both qualified and
unqualified teachers to improve their own practice. Conclusions are drawn about the
feasibility of school-based training in Malawi.
Fannie Pretorius (Univ. of South Africa)
Prospects: Quarterly Review of Education, v28 n3 Sept. 1998, p491-506
ABSTRACT: This article focuses on preparing a
future South African teaching corps which would be in harmony both with internal
educational requirements and with global society and trends in educational provision.
Universities and other institutions engaged in teacher education are currently rethinking
their strategy with regard to the aims, identity, structure, programs, management and
control of teacher training. Major sections in the article are: (1) Orientation: teacher
education in a process of transformation; (2) Global forces influencing educational
provision; (3) Global trends in educational provision; (4) Developments in the education
system of South Africa since 1994; and (5) Preparing South African teachers for the
democratic era.
Book
Ken Zeichner and Lars Dahlström (Umeå University,
Sweden), Eds.
Boulder, Colorado : Westview Press, 1999, 269 pages.
SITRC Call No. LB1727 .N3 D46 1999
ABSTRACT: This book discusses various aspects of
postindependence teacher education reforms in Namibia from the perspectives of different
actors in the reform process: student teachers, teachers, teacher educators, ministry of
education personnel, and external consultants. Unlike many other developing countries, in
Namibia teacher education is treated as the centerpiece of a national educational reform
program as the key site for breaking the cycle of authoritarianism and inequities that
existed in schooling prior to independence in 1990. While demonstrating the progess that
has been made in moving toward a learner-centered and democratic education for all
Namibian, the essays also discuss the tensions, contradictions, and resistance that have
been associated with the reforms.
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