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A Qualified Teacher in Every Classroom? Appraising Old Answers and New Ideas


reviewed by Daniel Katz — 2005

coverTitle: A Qualified Teacher in Every Classroom? Appraising Old Answers and New Ideas
Author(s): Frederick M. Hess, Andrew J. Rotherham, Kate Walsh
Publisher: Harvard University Press, Cambridge
ISBN: 1891792202, Pages: 326, Year: 2004
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One of the enduring aspects of compulsory education is its ability to respond to waves of political pressure and societal exigency. Concerns about the changing demographics of American society and its schools contributed to The Cardinal Principles of Education (National Education Association of the United States, 1918). The launch of Sputnik in 1957 resulted in near frantic calls for revising the standard science education curriculum. Discontent with America ’s economic competitiveness contributed to A Nation at Risk (1983) and the prominent policy trends of the past two decades: standards and testing, teacher professionalization, and school choice/vouchers. Riding these waves was the Elementary and Secondary Education Act of 2001, popularly known as “No Child Left Behind” (NCLB). The legislation required that schools tighten accountability through increased testing of student achievement, offered parents of students in schools designated as failing funds to send their children to different schools or to seek education services in both the private and public sectors and demanded that states ensure that all... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 107 Number 2, 2005, p. 325-329
http://www.tcrecord.org ID Number: 11392, Date Accessed: 12/12/2017 8:16:28 PM

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About the Author
  • Daniel Katz
    Seton Hall University
    E-mail Author
    DANIEL S. KATZ is assistant professor of educational studies and program director of secondary education at Seton Hall University. His recent work can be found in The Teaching Career, edited by John I. Goodlad and Timothy J. McMannon and in an upcoming issue of The Journal of Teacher Education. Current projects include an investigation of the impact of a Professional Development School on teacher practice.
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