Search results for: Teachers’ work
Page 1/1 5 items
A new evaluation approach for teacher preparation programs using labor market competitiveness of teacher applicants
This study introduces a new approach to measure effectiveness of teacher preparation programs (TPP) at U.S. universities by examining to what extent TPPs produce employable teacher candidates. The authors use teacher vacancy-application data in Wisconsin public schools from 2014–15 through 2016–17. They find that attending specific TPPs makes a difference for novice teacher applicants’ hiring outcomes, but the competitiveness of these TPPs is inextricable from their geographic locales. Their findings complement the existing acontextual and absolute TPP rankings and suggest that graduates of TPPs with strong school and community partnerships are more competitive in the local labor market.
Updated: Jan. 17, 2022
The study explored whether online professional development courses with different levels of support have different impacts on teacher outcomes. Variations of an online course for middle school algebra teachers were created for four experimental conditions. All conditions showed significant impact on teachers’ mathematical understanding, pedagogical beliefs, and instructional practices.
Updated: Jul. 06, 2009
Teacher work is described as increasing in complexity and intensity. Reasons for this include societal changes, reformed and increased work tasks, but also multitasking. The concept of multitasking is discussed as it relates to teachers' activities. The concept of synchronous work is developed and discussed as it relates to structural influences, involving concepts that conflict in some respects.
Updated: Mar. 31, 2009
The article discusses the merits of teachers' speaking for students in need and standing up for equitable access to resources. Although their actions helped attain support, the teachers reported that advocacy required persistence and sometimes resulted in confrontation with colleagues and administrators.
Updated: Feb. 26, 2008
The author discusses the evolution of ideas about the relationship between national and international development and educational change since World War II. He critically reviews relevant literature in comparative and international education, focusing on the concept of teachers’ work. The analyses draw on theories of postcolonialism. The author argues that virtually without exception, studies of, and theories about, teaching as work are based on the experiences of the northern hemisphere, particularly developed countries.
Updated: Jan. 15, 2008