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For more information, click on the cover or title of the publication listed.
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Reforming Teacher Pay: The Search for a Workable Goal-Driven Compensation System (2005)
This Policy Trends report examines the growing interest in and the challenges of implementing a differentiated compensation system that rewards educators for performance. It also outlines key considerations for developing such a system. |
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R&D Alert® Vol. 7, No. 2: Focus on Teacher Quality (2005)
The federal No Child Left Behind act requires states to have highly qualified teachers in every classroom. This issue of R&D Alert draws on WestEd's work to offer solutions for recruiting new teachers, retaining highly qualified teachers, and improving teacher quality through professional development. |
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Finding the Teachers We Need (2005)
Based on the recently published, A Qualified Teacher in Every Classroom? Appraising Old Answers and New Ideas, this Policy Perspectives paper lays out new approaches for ensuring high-quality teacher preparation. |
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Rethinking Preparation for Content Area Teaching: The Reading Apprenticeship Approach (2005)
"Finally, a book to help teacher educators who are called upon to teach the course Reading in the Content Areas. In reading this book, I felt I had struck the proverbial goldmine: terrific course projects that will model for pre-service and in-service teachers precisely the kinds of metacognitive and discipline-based strategies that will be engaging and effective for their future students." — Linda Miller Cleary, professor of English education, Morse Alumni Professor of Distinguished Teaching, University of Minnesota, Duluth |
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Teacher Supply & Quality: The Changing Role of Community Colleges (2003)
The longstanding challenge of ensuring both teaching quality and adequate teacher supply is underscored by new federal policies requiring a highly qualified teacher in every pubic school classroom. This Policy Brief examines the promise of community colleges to help meet that challenge by attracting, preparing, and supporting a diverse range of teacher candidates. It also identifies policy considerations for those looking to better harness this potential. |
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