This article analyses the perceptions of newly qualified teachers (NQTs) in Tyrol, Austria support received and challenges faced during induction phase. A mixed-methods approach was used to collect data via a survey (N = 101) interviews with NQTs 13). Our findings show that found personal social they more helpful than professional support, regression analysis reveals perceived quality related N...

As Congress begins its process to reauthorize No Child Left Behind (NCLB), there is still much work to be done to determine what defines a “highly qualified teacher”. As the Nation faces an impending teacher shortage, it is our hope that Congress will also consider the impact that this shortage is having in school districts across the country. They should consider how that definition may help a...

What kinds of policies can governments adopt to attract, retain, motivate and develop qualified teachers in elementary and secondary schools? The project will pursue two avenues to address this question. The first component will study the effect of recent reforms on the teaching profession in four countries. Some of these reforms involve increases in compensation linked to specific teacher beha...

The American secondary school system has structural problems that are long-standing and pervasive. Too few students are engaged by their classes. Teachers can spend too little time on engrossing activities that lead to long-term learning, partly because they must spend too much time on classroom management, student preparation for high-stakes tests, and extracurricular responsibilities. The pro...

This study focuses on the legal, policy, and contractual structures in California that are designed to place highly qualified teachers in low-income, high-minority schools as well as those that may constrain efforts to get good teachers into more difficult teaching assignments. Prior studies document that teachers in California schools with high percentages of lowincome, minority, and low-perfo...

We examine the impact of teacher professional development on knowledge growth and subsequent knowledge retention. Specifically we use English Language Arts teacher content and pedagogy assessments to determine whether the California Professional Development Institutes significantly improve teacher content knowledge and whether teachers retain that knowledge six months after the institutes are c...

Teachers, who are in a key position to raise qualified individuals should possess the desired characteristics to be able to fulfill this duty. This situation entails teacher training to include being qualified in cognitive, emotional and psycho-motor aspects during the process of pre-service education. These characteristics should exclude tendencies towards academic dishonesty and include being...