| Teacher Quality 2.0: Toward a New Era in Education Reform Contributor(s): Hess, Frederick M. (Editor), McShane, Michael Q. (Editor) |
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ISBN: 1612506992 ISBN-13: 9781612506999 Publisher: Harvard Education PR OUR PRICE: $32.30 Product Type: Paperback - Other Formats Published: August 2014 |
| Additional Information |
| BISAC Categories: - Education | Teacher Training & Certification - Education | Professional Development - Education | Educational Policy & Reform |
| Dewey: 371.144 |
| LCCN: 2014932483 |
| Series: Educational Innovations |
| Physical Information: 0.6" H x 5.9" W x 8.9" (0.88 lbs) 304 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: Debates over teacher quality are among the most heated exchanges in the education reform arena. But while scholars and policy makers grapple with questions about teacher preparation, compensation, and evaluation, the role of teachers is changing. In schools across the country, educators are experimenting with new models for recruiting, training, and supporting teachers, and are innovating strategies for deploying their talents through differentiated roles and the use of technology. Most of the policy measures currently under consideration, however, are designed with a one-size-fits-all approach. Teacher Quality 2.0 argues that much cutting-edge work in teacher quality is happening in nontraditional environments such as online or hybrid learning, where teacher roles can be very specialized, or in charter schools that are experimenting with new approaches to staffing. The editors examine fruitful innovations taking place on the margins of the traditional education sector that promise to improve teacher quality in a more strategic way. More flexible approaches to teacher quality, the editors caution, require vigilance against backward-looking policies that "bake in" traditional assumptions about teachers' roles. The editors of this provocative volume have convened a diverse array of contributors to look ahead to explore these emerging practices and investigate how current research and policy initiatives may affect the next generation of innovation in teaching. |
Contributor Bio(s): Hess, Frederick M.: - Frederick M. Hess is a resident scholar and director of education policy studies at the American Enterprise Institute. He is the author of Cage-Busting Leadership (Harvard Education Press, 2013).McShane, Michael Q.: - Michael Q. McShane is director of education policy at the Show-Me Institute and an adjunct fellow in education policy studies at AEI. |