GSE Publications

Document Type

Book Chapter

Date of this Version

12-2011

Abstract

Few educational issues have received more attention in recent times than the problem of ensuring that our nation's elementary and secondary classrooms are all staffed with quality teachers. Concern with teacher quality is not surprising. Elementary and secondary schooling is mandatory in the United States and it is into the care of teachers that children are legally placed for a significant portion of their lives. The quality of teachers and teaching is undoubtedly among the most important factors shaping the learning and growth of students. Moreover, the largest single component of the cost of education is teacher compensation. Especially since the seminal Nation at Risk report in 1983, a seemingly endless stream of studies, commissions, and national reports have targeted teacher quality as one of the central problems facing schools.

Comments

Ingersoll, R. (2011). Power, Accountability, and the Teacher Quality Problem. In S. Kelly (Ed.), Assessing Teacher Quality: Understanding Teacher Effects on Instruction and Achievement (pp. 97-109). New York, NY: Teachers College Press.

Reprinted by permission of the Publisher. From Sean Kelly, ed., Assessing Teacher Quality: Understanding Teacher Effects on Instruction and Achievement, New York: Teachers College Press. Copyright © 2011 by Teachers College, Columbia University. All rights reserved.

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Date Posted: 16 October 2012