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Descriptors:
Graduation Requirements; Higher Education; Educational Finance; Educational Attainment; Kindergarten; Graduation; Public Education; Elementary Secondary Education; Master Plans; Preschool Education; Access to Education; Teacher Supply and Demand; State Boards of Education; College Admission; Education Work Relationship; Partnerships in Education; High Schools; Academic Standards; State Standards; Accountability; Academic Achievement; Educational Indicators; Educational Improvement; College Readiness; Graduation Rate; Career Readiness; Alignment (Education)

Abstract:
This paper complies with the requirements established in T.C.A. Section 49-1-302(a)(10). The act directs the State Board of Education and the Tennessee Higher Education Commission to provide a report to the Governor and General Assembly, all public schools, and institutions of higher learning and their respective boards. This report is to include, but is not limited to, a discussion of the following four areas: (1) Minimizing Duplication: The extent of duplication in elementary, secondary and postsecondary education; (2) Compatibility: The extent of compatibility between high school graduation requirements and admission requirements of postsecondary institutions; (3) Master Plan Fulfillment: The extent to which respective master plans of the board and the higher education commission are being fulfilled; and (4) State Needs in Public Education: The extent to which state needs in public education are being met as determined by such board and commission. This year's joint report marks the continuation of a new era for education in Tennessee, which began during the special session of the 106th General Assembly (2010) and included passage of the First to the Top and the Complete College Tennessee Acts. Both Acts focus on raising the level of statewide accountability and support in K-12 schools and institutions of higher education. Legislation from the 106th General Assembly provides the framework for collaboration between all state systems of education, addressing the overarching need to produce a higher proportion of college- and career-ready graduates. Tennessee will use this framework to make significant progress toward increasing postsecondary educational attainment to the national average by 2025. Appended are: (1) Tennessee High School Graduation Requirements; (2) Minimum High School Course Requirements for Regular Undergraduate Admissions to Tennessee Public Higher Education Institutions; and (3) Tennessee College and Career Ready Goals and Indicators. (Contains 3 tables, 1 figure and 3 footnotes.) [For "Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee, 2012", see ED540084.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preservice Teacher Education; Minority Group Teachers; Teacher Shortage; Jews; Arabs; Foreign Countries; Teacher Supply and Demand; Educational Policy; Enrollment; Budgeting; Admission Criteria; Disproportionate Representation; Cultural Background

Abstract:
This article explores the nexus between pre-service teacher education polices and the supply and demand of minority teachers. It problematizes the recent reports on teacher shortages in Israel, which tend to focus on the shortage of Jewish teachers while dealing with the surplus of Arab teachers only tangentially. Specifically, this article examines how teacher education policy in Israel generates a surplus supply of Arab teachers through 3 mechanisms: (a) the disregard for the cultural needs of Arab teachers and their exclusion from policymaking circles; (b) the Ministry of Education's budgeting criteria, which entice colleges to enroll more Arab students, especially when the enrollment of Jewish students is in decline; and (c) the admission policies of teacher education colleges, which contribute to the overrepresentation of Arab students in these colleges and allow the enrollment of students above the quota approved annually by the Ministry of Education. (Contains 2 tables and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Special Education Teachers; Public School Teachers; Teacher Supply and Demand; Economic Climate; Declining Enrollment; Special Needs Students; Disabilities; Early Intervention; Response to Intervention; Special Education; Educational Finance; Faculty Mobility; Outcomes of Education; Teacher Education; Teacher Distribution; Teacher Shortage; Teacher Persistence

Abstract:
After decades of growth, the number of special education teachers (SETs) has begun to decline. In 2009, U.S. schools employed 13% fewer SETs than in 2006. The number of annual new hires of SETs also dropped dramatically in some states. The onset of these declines predated the economic downturn of 2008 and resulted in part from a steady decline since 2005 in the number of students with disabilities (SWD) served. We consider factors that may be contributing to declining demand for SETs, among them the number of SWD, service delivery, the economic downturn, and present supporting evidence. We also consider the potential impact of reduced demand on SET supply, teacher education, equitable distribution of teachers, and, most importantly, outcomes for SWD. We call for vigilance and monitoring of SET employment data to assure that all students receive the appropriate education to which they are entitled. (Contains 4 figures, 1 table, and 6 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Instructional Effectiveness; Program Effectiveness; Deafness; Partial Hearing; Teacher Education; Access to Education; Teacher Persistence; Teacher Supply and Demand; Teacher Recruitment; Teacher Effectiveness; Teacher Education Programs; Special Education; Special Education Teachers; Educational Legislation; Federal Legislation

Abstract:
The effective initial preparation and ongoing support of teachers of students who are deaf and hard of hearing has always been a difficult and controversial task. Changes in student demographic characteristics and educational settings, combined with the rapidly diminishing number and diversity of deaf education teacher preparation (DETP) programs, indicate that the field of deaf education may be at a tipping point. In the present article, the author establishes the dimensions of the current problems and proposes specific solutions to increase the accessibility and effectiveness of DETP programs that would simultaneously enhance the supply, retention, and instructional effectiveness of teachers of students who are deaf and hard of hearing. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Educational Quality; Community Involvement; Teacher Supply and Demand; Equal Education; Sex Fairness; Gender Differences; Educational Environment; Low Income; Foreign Countries; Barriers; Social Attitudes; Cultural Influences; World History; Womens Education; Individual Development

Abstract:
The article draws on qualitative educational research across a diversity of low-income countries to examine the gendered inequalities in education as complex, multi-faceted and situated rather than a series of barriers to be overcome through linear input-output processes focused on isolated dimensions of quality. It argues that frameworks for thinking about educational quality often result in analyses of gender inequalities that are fragmented and incomplete. However, by considering education quality more broadly as a terrain of quality it investigates questions of educational transitions, teacher supply and community participation, and develops understandings of how education is experienced by learners and teachers in their gendered lives and their teaching practices. By taking an approach based on theories of human development the article identifies dynamics of power underpinning gender inequalities in the literature and played out in diverse contexts and influenced by social, cultural and historical contexts. The review and discussion indicate that attaining gender equitable quality education requires recognition and understanding of the ways in which inequalities intersect and interrelate in order to seek out multi-faceted strategies that address not only different dimensions of girls' and women's lives, but understand gendered relationships and structurally entrenched inequalities between women and men, girls and boys. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
African American Teachers; Role Models; African American Students; High School Students; Racial Attitudes; Communication (Thought Transfer); Civil Rights Legislation; Teacher Supply and Demand; Achievement Gap; School Desegregation; African American History; Race; Teaching (Occupation); Employment Potential

Abstract:
The achievement gap in the United States develops when millions of children enter the classroom on their first day of kindergarten. The sociological effects of the achievement gap as it relates to the racial and socio-economic strata create cyclical, systemic problems in our country that ultimately affect the next generations of children in our schools. The purpose of this study is to learn from adult African-American teachers about the issues confronting African-American high school students who no longer have role models in the classroom, as was previously the case, prior to school desegregation. A former teacher, of African-American history, was interviewed for the study. Results indicated that African-American teachers must take on the responsibility of engaging in conversations about race with their colleagues. The effect of this dialogue would be to help all teachers understand the challenges that all students with different cultural backgrounds face in the contemporary high school. Because there are so few African-American teachers, African-American students frequently lack role models with whom they can easily identify. This can negatively impact self-esteem for students and can keep students and teachers of all races from building rapport. Sometimes, it can even keep students from accessing the academic content. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Developing Nations; Comparative Analysis; Measures (Individuals); School Surveys; Statistical Analysis; Educational Policy; Elementary School Students; Enrollment; Public Schools; Private Schools; Schools of Education; Teacher Supply and Demand; Elementary School Teachers; Enrollment Rate; Teacher Student Ratio

Abstract:
This study investigated teacher supply and pupils' enrolment in public and private primary schools in Kwara and Ekiti States, Nigeria. The study population comprised all the 811 primary schools in Kwara State and 810 primary schools in Ekiti State. Out of the forty-seven higher institutions that supply teachers to primary schools in the two states, thirty-seven higher institutions were selected for the study. The instruments used to collect data for the study were two inventories while the data collected were analysed using percentages. It was found that the enrolment growth rate was higher in public and private primary schools in Ekiti State than in Kwara State while teacher supply was greater in Kwara State than in Ekiti State. It was recommended that more classroom facilities should be provided in primary schools in order to accommodate the increased growth rate in pupils' enrolment. (Contains 10 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Certification; Politics of Education; Unions; Teacher Supply and Demand; Federal Government; Educational Change; Educational History; Global Approach; Educational Policy; Federal State Relationship

Abstract:
Teacher certification trends in the United States since World War II paint a complicated picture of powerful interests at different levels making demands and trying to institute disparate reforms. These patterns have varied over time, often because of teacher supply and demand. The federal government initiated its involvement when education professionals' competence came under attack in the years following the launch of Sputnik. The tensions over the size and scope of state and federal control that characterize many areas of American policy are crucial in education. The current policy environment in the United States involves several seemingly contradictory components and adversarial actors. As the United States attempts to reform its education system in response to the ever-increasing demands of participation in the global economy, control of teacher preparation and certification will continue to have to respond to multiple stakeholders. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preservice Teacher Education; Economic Development; Preservice Teachers; Teaching (Occupation); Construct Validity; Foreign Countries; Social Influences; Career Choice; Student Motivation; Test Validity; Family Work Relationship; Teacher Supply and Demand; Majors (Students)

Abstract:
Why choose to become a teacher in Turkey? The authors examined motivations and perceptions among preservice teachers (N = 1577) encompassing early childhood, primary and secondary education. The Factors Influencing Teaching Choice (FIT-Choice) instrument was translated into Turkish and its construct validity and reliability assessed. Altruistic "social utility values" were the most influential, followed by the desire for a secure job. Intrinsic value and perceived teaching abilities came next, contrasting with higher ratings in Western studies, alongside prior positive teaching and learning experiences. Family flexibility, job transferability and social influences were moderate, and the negative "fallback career" motivation lowest, although not far below the scale midpoint. Science-related teacher candidates scored more highly on fallback career, had chosen a teaching career the most recently, and were lower on almost all other teaching motivations, demonstrating a less positive motivational profile. Findings are interpreted in light of the economic development and role of the teaching profession in Turkey. Less adaptive motivations belonging to preservice teachers in scientific fields highlight potential risks and recruitment strategies to optimise teacher quality in those priority fields which further research could fruitfully examine. (Contains 7 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Conferences (Gatherings); Modern Languages; Graduate Students; Employment Interviews; Job Applicants; College Faculty; Tenure; Competition; Teacher Supply and Demand; Employment Patterns; Anxiety; Doctoral Degrees; Literature; Comparative Analysis

Abstract:
It's the night before one of Javier Jimenez's big job interviews at the Modern Language Association (MLA) meeting. The 35-year-old graduate student, who is scheduled to earn his Ph.D. in comparative literature this spring from the University of California at Berkeley, is trying to ward off anxiety and abdominal pains. The mystique of the MLA, the biggest and most prominent literary-studies conference in the United States, heightens his anxiety. Not to mention, there are hundreds of people vying for the limited number of jobs in his field. The MLA recently projected that about 2,400 jobs in English and foreign-language instruction would be advertised with the association this academic year, a 5-percent increase over last year. But the overall number of positions remains near the historic low for the disciplines, and the uptick in openings is too modest to make much of a dent in the backlog of people with Ph.D.'s looking to land a tenured or tenure-track job. Mr. Jimenez is one of the few who have arrived at the conference with a job offer already in hand; just two days earlier, he was offered a tenure-track position at a liberal-arts college in a small Midwestern town. In today's market, many people struggle to even land an interview. Yet here, Mr. Jimenez has won interviews with two other small liberal-arts colleges, one for a tenure-track position in the Chicago metropolitan area and the other for a two-year position at an elite college in the Northeast. Mr. Jimenez faces a conundrum. He has only a few days to let the search committee know if he'll take the job. He could say no and risk being turned down by the other colleges. Or he might see if he can prolong negotiations while the other colleges decide if they'll invite him to the next round of campus interviews. Mr. Jimenez faces tough decisions in the next few days. He wonders about his future in academe, if he'll "thicken up and become a person recognizable" to other people in his field, eventually flourishing at one of the colleges where he has interviewed. He worries that if he makes the wrong decision, he'll start his career down a wrong path and "fade away into the background completely." He could end up in the wrong place, working as an adjunct, or without a teaching job at all, joining thousands of other hopeful, often desperate, graduate students who weren't fortunate enough to even get an interview at the MLA. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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