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Hopkins, Megan – Phi Delta Kappan, 2008
Soon after the author began her first year as a Teach for America (TFA) corps member, she realized how underprepared she felt teaching first grade. Although she grew as an educator over time and still committed to working in education, it was an uphill battle. And, like most other TFA corps members, she left teaching within the first three years.…
Descriptors: Grade 1, Beginning Teachers, Program Effectiveness, Program Improvement
Dean, Ceri; Lauer, Patricia; Urquhart, Vicki – Phi Delta Kappan, 2005
Teacher quality is a central pillar of the No Child Left Behind Act for good reason. Without high-quality teachers, one cannot realize the goal of high achievement for all students. In turn, if preservice teachers do not receive the highest-quality teacher preparation, then one cannot meet the demand for high-quality teachers. Few would argue…
Descriptors: Preservice Teacher Education, Teacher Education Programs, Awards, Program Evaluation
Sosniak, Lauren A. – Phi Delta Kappan, 1987
Do proficiency tests show whether students are gifted? Are programs for the talented properly funded? Confusion among programs for gifted students indicates that guidelines should be established, including weighing the gifted label for each program and linking programs to special talents. References included. (CJH)
Descriptors: Demonstration Programs, Elementary Secondary Education, Evaluation Criteria, Gifted
Sclafani, Susan – Phi Delta Kappan, 2010
Nations around the world are experimenting with ways to use salary incentives to recruit and retain teachers, fill vacancies in hard-to-staff areas, and improve student learning. These experiments come at a time when qualified teachers are in short supply and when teaching appears to be a less popular professional choice for young people. Programs…
Descriptors: Incentives, Foreign Countries, Teacher Salaries, Compensation (Remuneration)
Cuban, Larry – Phi Delta Kappan, 1983
Effective schools research problems (unreliable descriptions and definitions, over-dependency on tests, research limited primarily to elementary schools) result in narrow formulas leading to increased standardization, neglect of nonacademic areas, and failure to improve in schools with high test scores. Author urges using broader, more complex…
Descriptors: Educational Administration, Educational Assessment, Educational Policy, Educational Research