Getting Real About Teaching Effectiveness and Teacher Retention

dc.creator	Barnett Berry
dc.date	2010-05-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:32:05Z
dc.date.available	2015-07-20T22:32:05Z
dc.identifier	1937-3929
dc.identifier	https://doaj.org/article/ac86ace0d58d492f9b61549b2ddb1ba8
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/22492
dc.description	In this issue of the Journal of Curriculum and Instruction, a set of papers drawing on a range of data offers more substantiation that teaching is a complex activity that takes time to learn. Those who enter through more comprehensive teacher education programs, rather than short-cut alternative ones, learn more deeply about their profession and are more likely to remain in teaching. Let me briefly offer a few highlights from this new research, and then couch it in a larger set of empirical evidence, with implications for policy and practice.
dc.language	English
dc.publisher	East Carolina University
dc.relation	http://www.joci.ecu.edu/index.php/JoCI/article/view/41/72
dc.relation	https://doaj.org/toc/1937-3929
dc.source	Journal of Curriculum and Instruction, Vol 4, Iss 1, Pp 1-15 (2010)
dc.subject	Teacher recruitment
dc.subject	Teacher retention
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Getting Real About Teaching Effectiveness and Teacher Retention
dc.type	article