Topics

AdministrationViolenceSupervisionLeadership

Adult EducationCorp. Training and Continuing Ed.LiteracyTransformative Learning

Assessment & EvaluationProgram EvaluationAlternative AssessmentGradingStandardized Testing

Social ContextHistory of SchoolingPhilosophyUrban EducationEconomics and School-to-workRural EducationSociology of EducationWar and EducationPost-Industrial Education

CounselingSecondary SchoolsCollege Advising

CurriculumControlArtsSocial StudiesHealth and NutritionLanguage ArtsMathematicsPeace StudiesScience

DiversityRace and EthnicityAt-Risk StudentsSpecial NeedsGender and Sexuality

Early Childhood EducationPre-School and Child CareEarly Childhood Development

Higher EducationAdmissions and TuitionFacultyPolicyStudent and Community Life

International EducationComparative EducationEducational Development

LearningCognitionParental InfluenceEducational Psychology

PolicyReformCharters & VouchersHigh-Stakes TestingStandardsAthletes and AcademicsDropoutsIndependent SchoolsPhilanthropyPoliticsReligionTracking

Research MethodsQualitative MethodsSurvey ResearchExperimental ResearchLibrariesWriting for Publication

Teacher EducationProfessional DevelopmentSchools of EducationStudent Teaching

TeachingTeaching ProfessionSupply and DemandWorking Conditions

TechnologyTechnology in the ClassroomDistance LearningTechnology EducationPublishing and CommunicationOnline Publishing

IntersectionsPolicy and Teaching Practice

Discussion
My Experience Technology - Good for Students AND Teachers Fiddling with Indicators while using Toxic Tests Ode to Dewey Clearly Articulated Proposal--Thank You!
more >>

Announcements

What is the best way to paint a wall?

SOCIAL JUSTICE AND SOCIALLY ENGAGED EDUCATION SCHOLARSHIP

Call for Rethinking Higher Education Book Series (Springer)

make a post | more >>

Teacher Pay and Teacher Quality: Attracting, Developing, and Retaining the Best Teachers

reviewed by Jennifer King Rice - August 16, 2006

Title: Teacher Pay and Teacher Quality: Attracting, Developing, and Retaining the Best Teachers
Author(s): James H. Stronge, Christopher R. Gareis, and Catherine A. Little
Publisher: Corwin Press, Thousand Oaks
ISBN: 1412913217, Pages: 185, Year: 2006
Search for book at Amazon.com

Teachers matter. Both empirical research and common sense tell us that quality teachers are a key to realizing the high standards that we have set for public education in the U.S. While much debate surrounds the precise definition of teacher quality, many school systems across the country continue to employ large numbers of teachers who, by most indicators, do not fit into the category of “high quality” . This problem is pronounced in urban, high-poverty districts and schools where, arguably, high quality teachers are most needed (Ingersoll, 1999; Choy, Henke, Alt, Medrich,, & Bobbitt 1993; Haycock, 2000). In response, researchers and policy makers have focused their efforts to identify and implement strategies to improve teacher quality. Perhaps the most obvious policy lever available to affect teacher staffing is compensation. Researchers and policymakers have wrestled with the complex issue of teacher compensation for decades, yet most school systems continue to employ... (preview truncated at 150 words.)

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Cite This Article as: Teachers College Record, Date Published: August 16, 2006
https://www.tcrecord.org ID Number: 12666, Date Accessed: 1/19/2020 11:06:31 AM

Purchase Reprint Rights for this article or review

Article Tools
Email this article Print this article Post a Comment

Related Discussion

Post a Comment \| Read All

About the Author
Jennifer Rice University of Maryland E-mail Author JENNIFER KING RICE is Associate Professor in the Department of Education Policy and Leadership at the University of Maryland. She earned her M.S. and Ph.D. degrees from Cornell University. Prior to joining the faculty at Maryland, she was a researcher at Mathematica Policy Research in Washington, D.C. Jennifer�s research draws on the discipline of economics to explore education policy questions concerning the efficiency, equity, and adequacy of U.S. public education. Her current work focuses on teachers as a critical resource in the education process, and she is working on several projects focused on the costs of hiring and retaining qualified teachers in difficult-to-staff schools. Her research has been published in numerous journals including Educational Evaluation and Policy Analysis, Economics of Education Review, Educational Policy, Education Administration Quarterly, and The Journal of Education Finance as well as multiple edited volumes including three AEFA yearbooks. She is co-editor (with Chris Roellke) of Fiscal Policy in Urban Education, and is author of Teacher Quality: Understanding the Effectiveness of Teacher Attributes, winner of the 2005 American Association of Colleges for Teacher Education writing award. Jennifer has consulted with a numerous state and federal agencies and policy research organizations, and was a National Academy of Education / Spencer Foundation post-doctoral fellow in 2002-03. She is currently President-Elect of the American Education Finance Association.

Member Center
	Welcome! Sign-in Submit My Work TCR @ Your Library Book Reviews @ Your Library

In Print

This Month's Issue
Back Issues: