東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Shaping the quality of public educat...

Shaik Ali-Williams, Suraiya B.

FindBook

Google Book

Amazon

博客來

Shaping the quality of public education teachers in the United States of America; 1830s--1950s.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Shaping the quality of public education teachers in the United States of America; 1830s--1950s./
作者:	Shaik Ali-Williams, Suraiya B.
面頁冊數:	161 p.
附註:	Adviser: Ted Ray.
Contained By:	Dissertation Abstracts International68-11A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3289492
ISBN:	9780549338857

Shaping the quality of public education teachers in the United States of America; 1830s--1950s.
Shaik Ali-Williams, Suraiya B.

Shaping the quality of public education teachers in the United States of America; 1830s--1950s. - 161 p.

Adviser: Ted Ray.

Thesis (Ph.D.)--Capella University, 2008.

From the Sputnik Era in the late 1950's to the Accountability Era in the early 2000, reform measures for public education from the federal level to the local level have failed to improve both student achievement and teacher quality across the nation. Raising student achievement begins with raising the quality of teachers, and raising the quality of teachers begins with raising the standards for the professional development of the K-12 public education teacher. Blueprints for a quality professional development program tied to student achievement can be found in the language of federal education legislation, in scientific research, and in reports by education and business think tanks. This dissertation asks how and why federal legislation, state regulations, and local policies have not led to raising teacher quality through authentic, accurate and appropriate professional development of the K-12 public education teachers in preparation for practice and in continued practice. The purpose of this study is to trace the history of teacher quality in the nation from the beginnings of public education through today with a closer examination of how the teaching criteria have evolved through time. It is an ideal to examine every event, its causes and effects; what was possible was an examination of major events using a time line method as a basis for exploring intertwining variables that directly and indirectly led to causes and effects in public education and its teachers. Data reveals the possibility that teacher criteria have been systemically kept low in order that student achievement is kept low. The status quo in both student achievement and teacher quality since the early 1900s was and continues to be the ruling class's goal in keeping certain populations (amongst the masses) in their desired economic state.

ISBN: 9780549338857Subjects--Topical Terms:

626645
Education, Administration.

Shaping the quality of public education teachers in the United States of America; 1830s--1950s.
LDR:02859nam 2200325 a 45 001 958778
005 20110704
008 110704s2008 ||||||||||||||||| ||eng d
020 $a 9780549338857
035 $a (UMI)AAI3289492
035 $a AAI3289492
040 $a UMI $c UMI
100 1 $a Shaik Ali-Williams, Suraiya B. $3 1282235
245 1 0 $a Shaping the quality of public education teachers in the United States of America; 1830s--1950s.
300 $a 161 p.
500 $a Adviser: Ted Ray.
500 $a Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4637.
502 $a Thesis (Ph.D.)--Capella University, 2008.
520 $a From the Sputnik Era in the late 1950's to the Accountability Era in the early 2000, reform measures for public education from the federal level to the local level have failed to improve both student achievement and teacher quality across the nation. Raising student achievement begins with raising the quality of teachers, and raising the quality of teachers begins with raising the standards for the professional development of the K-12 public education teacher. Blueprints for a quality professional development program tied to student achievement can be found in the language of federal education legislation, in scientific research, and in reports by education and business think tanks. This dissertation asks how and why federal legislation, state regulations, and local policies have not led to raising teacher quality through authentic, accurate and appropriate professional development of the K-12 public education teachers in preparation for practice and in continued practice. The purpose of this study is to trace the history of teacher quality in the nation from the beginnings of public education through today with a closer examination of how the teaching criteria have evolved through time. It is an ideal to examine every event, its causes and effects; what was possible was an examination of major events using a time line method as a basis for exploring intertwining variables that directly and indirectly led to causes and effects in public education and its teachers. Data reveals the possibility that teacher criteria have been systemically kept low in order that student achievement is kept low. The status quo in both student achievement and teacher quality since the early 1900s was and continues to be the ruling class's goal in keeping certain populations (amongst the masses) in their desired economic state.
590 $a School code: 1351.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, History of. $3 599244
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Political Science, Public Administration. $3 1017438
690 $a 0514
690 $a 0520
690 $a 0530
690 $a 0617
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 68-11A.
790 $a 1351
790 1 0 $a Cianfarano, Stanley $e committee member
790 1 0 $a Ray, Ted, $e advisor
790 1 0 $a Reason, Casey $e committee member
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3289492