Teacher Turnover and Teacher Shortages: An Organizational Analysis
Richard M. Ingersoll, American Educational Research Journal, Fall 2001
Richard M. Ingersoll, American Educational Research Journal, Fall 2001
Holly Holland and Kelly Mazzoli, 2001
Members of the American Educational Research Association (AERA) who attend the organization's annual meeting in 2002 are invited to attend a professional development course (for only $70!) that will train them to engage "with poetic representation of data as a way of focusing, interpreting, clarifying, and communicating the results of qualitative research," according to a note in the December 2
While the testing and reading provisions of the No Child Left Behind Act have been monopolizing the spotlight, the requirement that all teachers in core academic subjects be fully qualified within four years is starting to attract its share of unfriendly attention.
Scientific American reports that data on the effects of class size reduction are inconclusive. According to Education Week, the same is true of data on the "whole school" reform effort. While education data exist in oversupply, they are of little use for policymaking, writes E.D. Hirsch in a column for the Hoover Institution.
While the debate over special education tends to focus on its cost - and how much money it takes away from regular education - Congress will get nowhere on this topic until lawmakers begin to view special and regular education as part of a single system, one that is hampered by an all too pervasive problem: that schools are teaching reading in a way that fails to effectively reach millions of c
Now that George W. Bush has signed the "No Child Left Behind" act, the flashbulbs have just about stopped popping, and the policy (and media) focus shifts back to terrorism and the economy, the education world will turn to the low profile but crucial matter of translating this thousand-page bill's dozens of programs and hundreds of provisions into schoolhouse practice.