|
description:
|
In this paper, the author challenges the Abell Foundation report's claims that "uncertified teachers are as effective as certified teachers, that teacher education makes no difference to teacher effectiveness, that verbal ability is the most important determinant of teaching effectiveness, that private schools staffed by uncertified teachers are more effective than public schools, and that untrained teachers are more qualified than prepared teachers." Darling-Hammond documents inaccuracies in the report's findings and misrepresentations in a number of the studies that the Abell report uses; and she discusses the policy issues that need to be addressed for all students to have access to effective, qualified teachers.
|
