ECL angol C1 tapasztalatok?

Na most voltam 2023 szeptemberben. C1 angol

A legrosszabb, hogy kevés az idő, főleg az első két feladatra.

Tanarok képzése az USA-ban szövegkiegeszites.

Krumplibol elemet csinalni

par szavas valaszok.

Ismerős fut es irjunk fogalmazást a futas jótékony hatásáról.

A flexibilis es fix óras munkahelyek osszehasonlitása.

Ez volt emlekeim szerint a kiegészítendő szöveg..

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Teacher quality matters. In fact, it is the most important school-related factor influencing student achievement. Moreover, teacher compensation represents a significant public investment: in 2002 alone, the United States invested $192 billion in teacher pay and benefits. Given the size of this investment, there is remarkably little research to guide such critical decisions as whom to hire, retain, and promote. In the absence of a strong, robust, and deep body of research, the debate in this field is largely ideological.

This analysis reviews a wide range of empirical studies that examine the impact of teacher characteristics on teacher effectiveness in order to draw conclusions about the extent to which these characteristics are, in fact, linked with teacher performance. Greater clarity on the empirical evidence can inform the wisdom of current practice, guide state efforts as they struggle with No Child Left Behind compliance regarding teacher quality, and provide direction for future teacher policy decisions. For example, developing an approach to policy that values different and multiple teacher characteristics based on the research evidence may prove promising. It is important to note that many personal characteristics important for a good teacher are not measured in the studies reviewed. The focus is on aspects of teacher background that can be translated into policy recommendations and incorporated into teaching practice.

The framework for this study includes five broad categories of measurable and policy-relevant indicators to organize the teacher characteristics assumed to reflect teacher quality. It is notable that findings for these characteristics frequently differ for teachers at the elementary school level and teachers at the high school level and that the body of research on the subject of teacher quality suggests that the context of teaching matters (e.g., differences in grade levels, subject areas, and student populations). A refined understanding of how teacher attributes affect their performance across these different teaching contexts can be helpful in determining the range of potentially effective policy options.

The highlights of the empirical evidence include:

Teacher experience

• Several studies have found a positive effect of experience on teacher effectiveness; specifically, the “learning by doing” effect is most obvious in the early years of teaching.

Teacher preparation programs and degrees

• Research suggests that the selectivity/prestige of the institution a teacher attended has a positive effect on student achievement, particularly at the secondary level. This may partially be a reflection of the cognitive ability of the teacher.

• Evidence suggests that teachers who have earned advanced degrees have a positive impact on high school mathematics and science achievement when the degrees earned were in these subjects.

• Evidence regarding the impact of advanced degrees at the elementary level is mixed.

Teacher certification

• Research has demonstrated a positive effect of certified teachers on high school mathematics achievement when the certification is in mathematics.

• Studies show little clear impact of emergency or alternative-route certification on student performance in either mathematics or science, as compared to teachers who acquire standard certification.

Teacher coursework

• Teacher coursework in both the subject area taught and pedagogy contributes to positive education outcomes.

• Pedagogical coursework seems to contribute to teacher effectiveness at all grade levels, particularly when coupled with content knowledge.

• The importance of content coursework is most pronounced at the high school level.

• While the studies on the field experience component of teacher education are not designed to reveal causal relationships, they suggest positive effects in terms of opportunity to learn the profession and reduced anxiety among new teachers.

Teachers’ own test scores

• Tests that assess the literacy levels or verbal abilities of teachers have been shown to be associated with higher levels of student achievement.

• Studies show the National Teachers Examination and other state-mandated tests of basic skills and/or teaching abilities are less consistent predictors of teacher performance.

Given that many dimensions of teacher characteristics matter—preparation in both pedagogic and subject content, credentials, experience, and test scores—the findings from the literature imply that there is no merit in large-scale elimination of all credentialing requirements. Nor are improvements in teacher quality likely to be realized through the status quo. Rather, teacher policies need to reflect the reality that teaching is a complex activity that is influenced by the many elements of teacher quality. Most of the research does not seek to capture interactions among the multiple dimensions of teacher quality, and as a result, there are major gaps in the research that still need to be explored. Nor does the research fully address evidence about teacher quality at the elementary and middle school levels, in subjects other than mathematics, or among different populations of students (such as high poverty, English language learners, or special education).

In opposition to those who propose to eliminate all requirements for entering the teaching profession, this analysis supports a judicious use of the research evidence on teacher characteristics and teacher effectiveness. The evidence indicates that neither an extreme centralized bureaucratization nor a complete deregulation of teacher requirements is a wise approach for improving teacher quality. What holds a great deal more promise is refining the policies and practices employed to build a qualified body of teachers in elementary schools, middle schools, and high schools; for disadvantaged, special needs, and advantaged students; and for math, science, languages, English, social studies, and the arts.

Education policy makers and administrators would be well served by recognizing the complexity of the issue and adopting multiple measures along many dimensions to support existing teachers and to attract and hire new, highly qualified teachers. The research suggests that investing in teachers can make a difference in student achievement. In order to implement needed policies associated with staffing every classroom—even the most challenging ones—with high-quality teachers, substantial and targeted investments must first be made in both teacher quality and education research.

IELTS tanácsok, de ide is jók

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