The Politics of Teacher Quality: Implications for Principals.

Kaplan, Leslie S.; Owings, William A.

Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details - EJ779624

Title: The Politics of Teacher Quality: Implications for Principals

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
Title:	The Politics of Teacher Quality: Implications for Principals
Authors:	Kaplan, Leslie S.; Owings, William A.
Descriptors:	Teacher Effectiveness; Educational Research; Federal Legislation; Academic Achievement; Principals; Politics of Education; Guidance Programs; Teacher Evaluation; Teacher Competencies; Value Judgment; Teacher Selection; Administrator Attitudes
Source:	NASSP Bulletin, v86 n633 p22-41 2002
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2002-00-00
Pages:	20
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	The academic and political arguments about teacher quality affect how secondary principals do their jobs. Educational research provides useful guidance about which teacher candidates may be most likely to increase student achievement, but it must be used critically and cautiously. When individuals with varying political agendas interpret the same findings in completely different ways to advance very different solutions, confusion results. Principals who understand the No Child Left Behind Act of 2001 know how to create and maintain a positive work and learning environment for teachers and students.
Abstractor:	Author
Reference Count:	0

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0192-6365
Audiences:	Administrators
Languages:	English
Education Level:	N/A
Direct Link:	http://dx.doi.org/10.1177/019263650208663303

Back to Search Results