Suchergebnisse

Propositions about the nature of expertise, in general, and expertise in pedagogy, in particular, are discussed. The time needed to develop expertise in teaching and the highly contextual nature of teachers' knowledge are also discussed. Four theories of teacher development are presented, with an elaboration on the heuristic value of the theory of Dreyfus and Dreyfus (1986). Examples from the pedagogical literature are used to illustrate this theory. The recent research establishing causal relationships between those identified as experts in teaching and their students' academic achievement is also presented. This research allows those who study expertise in teaching to have a more objective measure for identifying and studying expert pedagogues.

Berliner and Biddle answer Lawrence Stedman's review of their book The Manufactured Crisis, which was published in the Education Policy Analysis Archives as Volume 4, Number 1, 1996.

Using several analyses of National Assessment of Educational Progress (NAEP) test data from 25 states, a link between pressures associated with high-stakes testing and student achievement could not be established. The results of this research suggest that increases in testing pressure are related to increased retention in grade and drop-out rates.

Source: The Arizona Republic We have good evidence–from voucher programs in Chile and New Zealand–that large-scale voucher programs will not help the vast majority of poor children and instead will reinforce segregation and inequality. Voucher proponents ignore the complexity of what contributes to student achievement and turn their backs on our goal to build a more democratic society.