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Researching RE teachers: RE teachers as researchers
In: Religious diversity and education in Europe 4
Regulating teachers
The British Government's recent imposition of performance-related pay for teachers is the latest in a host of unpopular regulatory measures. In this paper, I examine the philosophical basis of regulation as a means of achieving higher educational standards and offer an analysis of the contradictions involved in regulating the teaching profession. I argue that regulatory measures alone are not equal to the problems they seek to rectify. An autonomous profession is morally self-regulating; professionals internalise purposes, values and performance expectations. The present regulatory regime is likely to undermine teacher commitment to underachieving pupils. It is likely to increase rather than decrease the number of poorly educated and disaffected individuals.
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Targeting Teachers
In: Dissent: a quarterly of politics and culture, Band 58, Heft 3, S. 9-14
ISSN: 1946-0910
Education reformers have zeroed in on a measure known as the value-added approach. According to this method, you calculate the effectiveness of individual teachers by the increase in test scores that students demonstrate after a year in their classroom. In this article, I explore three major questions that arise from the increased prominence of value-added metrics in the education reform movement. Why did the value-added measure of teaching emerge at this point in the history of American education? What are the core characteristics of teaching as a professional practice that make it so hard to perform effectively and so hard to measure accurately? And under these circumstances, what are the likely consequences of using the value-added measure of teaching?
Teachers' intuition-in-action: How teachers experience action
In: Reflective practice, Band 5, Heft 3, S. 357-381
ISSN: 1470-1103
Teachers matter: attracting, developing and retaining effective teachers
In: Education and training policy
To Teachers
In: Writing for Multimedia and the Web, S. vii-viii
White Teachers
In: Studies in gender and sexuality: psychoanalysis, cultural studies, treatment, research, Band 23, Heft 2, S. 163-165
ISSN: 1940-9206
Teachers in uniform
In: Race & class: a journal for black and third world liberation, Band 25, Heft 2, S. 75-79
ISSN: 1741-3125
Disciplining Teachers
In: Education and society, Band 13, Heft 2, S. 15-29
ISSN: 0726-2655
Teachers' Competencies
In: Cultura: international journal of philosophy of culture and axiology, Band 7, Heft 1, S. 167-175
ISSN: 2065-5002
Changing Teachers
In: Education and urban society, Band 22, Heft 1, S. 115-120
ISSN: 1552-3535
Association of Head Teachers' Instructional Supervisory Practices with Teachers' Performance
The major objective of the research was an exploration of the impact of Head teachers' instructional supervisory practices in Government Secondary Schools on teachers' performance. In this descriptive research, data was collected through a survey. The population was all the female and male head-teachers and teachers of Government high secondary schools of Sargodha. Sample of 75 schools and their head teachers and 225 teachers from each school were selected by multistage random sampling technique. Two rating scales were used to collect data. Pearson r and descriptive statistics watershed for data analysis. The conclusion of the study was that there was a significant positive relationship between head teachers' supervisory practices and teachers' performance. On the basis of conclusion, in-service training for both the teachers and the head teachers are commended
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Bridging programmes for migrant teachers and preschool teachers in Sweden
There are several efforts in Sweden, aiming at bridging the gap between the academic and work-based knowledge and experience of migrants and the Swedish requirements in different professional fields. In this chapter, the Swedish system in capturing the skills of migrant academics for use in the Swedish labour market, focusing on migrated teachers and preschool teachers, is described. The Bridging Programmes offer supplementary education for migrants with a teacher's degree from a foreign country. The Bridging Programmes are given at six higher education institutions in Sweden. Initially, a short background of the situation in Sweden and the Swedish government's intentions for allocating resources for bridging programmes is given. Thereafter the supplementary education for migrant teachers and preschool teachers is described: how it is organized at six higher education Institutions. (DIPF/Orig.)
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