 Teacher Pay and Teacher Quality: Attracting, Developing, and Retaining the Best Teachersreviewed by Jennifer King Rice - August 16, 2006  Title: Teacher Pay and Teacher Quality: Attracting, Developing, and Retaining the Best TeachersAuthor(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:
|