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Teacher Compensation and Teacher Workforce Development by Carolyn Kelley & Kara S. Finnigan - 2004In this chapter, we focus on the role that one policy area—teacher compensation—can play in inhibiting or advancing teacher quality through its impact on attracting, retaining, and developing a high-quality teaching force. Because compensation reform is at a nascent stage of development, we rely on a variety of information sources for our review, including empirical research studies examining the role that compensation plays in influencing teacher behaviors, theoretical studies, and case studies of innovative uses of compensation to affect teacher behavior.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 103. No. 1. |
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- Carolyn Kelley
University of Wisconsin-Madison
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CAROLYN KELLEY is Chair and Associate Professor in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison.
- Kara Finnigan
University of Rochester
E-mail Author
KARA S. FINNIGAN is Assistant Professor of Educational Leadership at the Warner Graduate School of Education and Human Development, University of Rochester.
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