LEADER 00979nam0-22003491i-450 001 990000996810403321 005 20230703165527.0 035 $a000099681 035 $aFED01000099681 035 $a(Aleph)000099681FED01 035 $a000099681 100 $a20000920d1972----km-y0itay50------ba 101 0 $aita 102 $aIT 200 1 $aEducatori o giudici?$eLa valutazione e l'orientamento nella scuola$fRenzo Galli, Giancarlo Tomazzoni 210 $aVerona$cBertani$d1972 215 $a231 p.$d21 cm 225 1 $aDidattica e pedagogia oggi$v1 610 0 $aScuola e società 676 $a370 700 1$aGalli,$bRenzo$047049 701 1$aTomazzoni,$bGiancarlo$047050 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990000996810403321 952 $a1F-040$b8774$fFI1 952 $aFIL.TEOR.314$bIST.FIL.T.3336$fFLFBC 959 $aFI1 959 $aFLFBC 996 $aEducatori o giudici?$91447059 997 $aUNINA DB $aING01 LEADER 10572nam 2200685 a 450 001 9910965580403321 005 20200520144314.0 010 $a9786610196326 010 $a9781280196324 010 $a1280196327 010 $a9780309584968 010 $a0309584965 010 $a9780585085531 010 $a0585085536 035 $a(CKB)110986584751228 035 $a(SSID)ssj0000255913 035 $a(PQKBManifestationID)11220907 035 $a(PQKBTitleCode)TC0000255913 035 $a(PQKBWorkID)10223827 035 $a(PQKB)10106490 035 $a(MiAaPQ)EBC3376210 035 $a(Au-PeEL)EBL3376210 035 $a(CaPaEBR)ebr10055206 035 $a(OCoLC)923261962 035 $a(Perlego)4735518 035 $a(EXLCZ)99110986584751228 100 $a19921027d1992 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aTeacher supply, demand, and quality $epolicy issues, models, and data bases : proceedings of a conference /$fErling E. Boe and Dorothy M. Gilford, editors 205 $a1st ed. 210 $aWashington, D.C. $cNational Academy Press$d1992 215 $a1 online resource (344 pages) 300 $aConference held Mar. 21-23, 1991 in Washington, D.C. 311 0 $a9780309047920 311 0 $a0309047927 320 $aIncludes bibliographical references. 327 $aTEACHER SUPPLY, DEMAND, AND QUALITY -- Copyright -- Contents -- Contributing Authors -- Acknowledgments -- I INTRODUCTION -- Introductory Remarks -- REFERENCE -- Conference Background -- The NCES Perspective -- Choosing Teachers and Choosing to Teach -- II SUMMARY -- Summary of Conference Proceedings -- INTRODUCTION -- OVERVIEW OF TEACHER SUPPLY, DEMAND, AND SHORTAGE -- Teacher Demand -- Teacher Supply -- Sources of Supply -- Teaching Force Composition -- Teaching Force Distribution -- Teacher Shortage Issues -- Quantity: A Nonproblem -- The Problem of Composition -- The Problem of Distribution -- Equilibrating Supply and Demand -- TEACHER QUALITY: A MAJOR POLICY ISSUE -- Dimensions of Quality -- Teacher Qualifications -- Tested Ability -- Demographic Matching of Teachers and Students -- Teacher Professionalism -- Classroom Teaching Practice -- Limits of Teacher Quality -- Teacher Quality: Information Needs and Suggestions for Action -- TSDQ PROJECTION MODELS -- Types of TSDQ Models -- Teacher Demand -- Teacher Retention and Attrition -- Entering Teachers -- Projection Models: Information Needs and Suggestions for Action -- TEACHER DATA BASES -- State Data Bases -- Regional Data Base -- National Data Bases -- Data Base Comparisons -- Data Bases: Suggestions for Action -- GENERAL SUGGESTIONS FOR ACTION -- REFERENCES -- NOTES -- III POLICY ISSUES -- The Problem of Improving Teacher Quality While Balancing Supply and Demand -- INTRODUCTION -- The Contemporary Version of Teacher Supply and Demand -- The Contemporary Version of High-Quality Classroom Practice -- POLICY EFFORTS TO IMPROVE THE SUPPLY OF QUALITY TEACHERS -- SUPPLY OF QUALITY CREDENTIALS -- How Important are Credentials? -- Policy Activity in This Area -- Implications for Data Collection -- SUPPLY OF TEACHERS WITH HIGH TESTED ABILITY -- How Important is Tested Ability?. 327 $aPolicy Activity in this Area -- Implications for Data Collection -- SUPPLY OF DEMOGRAPHICALLY REPRESENTATIVE TEACHERS -- How Important is Demographic Representation? -- Policy Activity in this Area -- Implications for Data Collection -- SUPPLY AS A FUNCTION OF THE QUALITY OF PROFESSIONAL LIVES OF TEACHERS -- How Important is Quality of Professional Life? -- Policy Activity Promoting Quality Professional Life -- Implications for Data Collection -- SUPPLY OF HIGH-QUALITY CLASSROOM TEACHING PRACTICE -- How Important is the Quality of Classroom Teaching Practice? -- Policy Activity in this Area -- Implications for Data Collection -- SUMMARY -- REFERENCES -- NOTES -- Discussion -- DEMOGRAPHIC QUALITY -- PROFESSIONALISM DIMENSION -- CLASSROOM PRACTICE -- TEACHER QUALITY ISSUES AT THE FEDERAL LEVEL -- 101st Congress -- 102nd Congress -- FEDERAL DATA GATHERING -- REFERENCES -- NOTE -- Discussion -- REFERENCE -- General Discussion -- IV MODELS -- Models for Projecting Teacher Supply, Demand, and Quality: An Assessment of the State of the Art -- INTRODUCTION -- Teacher Supply-Demand Models and their Characteristics -- Purpose and Scope -- Organization -- MODELS OF THE DEMAND FOR TEACHERS -- Considerations in Modeling Demand -- The Definition of Demand -- The Relationship Between Demand and Employment -- Disaggregation by Field of Teaching -- The Demand for Teacher Quality -- National and State Demand Projection Models -- The Standard Demand Projection Model -- Variations on a Theme -- General Assessment of Projections Based on the Standard Model -- An NCES Venture into Econometric Modeling -- Model Description -- Assessment -- MODELS OF THE SUPPLY OF RETAINED TEACHERS -- Considerations in Modeling Attrition -- Defining and Measuring Attrition Rates -- Voluntary versus Involuntary Attrition -- Disaggregation by Subject Specialty. 327 $aAttrition Rates in Relation to Attributes of Teachers -- Variations in Attrition Rates Over Time -- The Quality of Retained Teachers -- National Projection Models and Attrition Estimates -- The NCES Projection Model -- Attrition Estimates from the Schools and Staffing Survey -- State Attrition Models -- Selected Simple Models -- More Advanced Models -- The MISER Multistate Model -- Assessment of National and State Models -- Research on Patterns and Determinants of Attrition -- Cross-Sectional Analyses -- Longitudinal Analyses of Entering Teacher Cohorts -- Assessment and Implications -- MODELS OF THE SUPPLY OF ENTERING TEACHERS AND THE SUPPLY-DEMAND BALANCE -- Considerations in Modeling the Supply of Entrants -- Definitions and Concepts of Supply -- Sources and Categories of Entrants -- Disaggregation by Subject Specialty -- The Quality Dimension of the Supply of Entrants -- State Projection Models -- Projections of Numbers of Certificated Teachers -- Projections of Entrants by Category -- The MISER Multistate Model -- Survey-Based Supply Projections: The Connecticut Approach -- Assessment of Projection Methods -- Research on the Supply of Entrants -- Prospects for National Projections of the Supply of Entrants -- The Former NCES Supply Projections -- Data from the NCES Schools and Staffing Survey -- Data from Longitudinal Surveys -- OVERVIEW: THE STATE OF THE ART AND PROSPECTS FOR IMPROVEMENT -- The State of the Art in General -- Projections of Demand -- Projections of the Supply of Retained Teachers -- Projections of the Supply of Entering Teachers -- REFERENCES -- NOTES -- Discussion -- REFERENCES -- Discussion -- General Discussion -- V DATA BASES -- State Data on Teacher Supply, Equity, and Qualifications -- BREADTH OF STATE DATA ON TEACHERS -- QUALITY AND TIMELINESS OF TEACHER DATA -- LINKED TEACHER DATA FROM STATES. 327 $aEXAMPLE OF USES OF STATE DATA FOR NATIONAL ANALYSES -- Indicators of Current Teacher Supply -- Proportion of Teachers with Primary and Secondary Assignments -- Age of Science and Mathematics Teachers -- Indicators of Equity in the Teaching Force -- Gender of Science and Mathematics Teachers -- Race/Ethnicity of Science and Mathematics Teachers -- Indicators of Teacher Qualifications in Subject Area -- School Conditions-Number of Teachers and Schools per State -- SUMMARY -- REFERENCES -- Developing a Regional Data Base on Educators in the Northeast: Problems, Products, and Prospects -- INTRODUCTION -- DATA COLLECTION AND DATA PROCESSING -- UTILITY OF ADMINISTRATIVE DATA FOR EDUCATOR SUPPLY, DEMAND, AND QUALITY MODELS -- PROSPECTS FOR THE NORTHEAST REGIONAL DATA BASE -- REFERENCES -- NOTES -- Overview and Discussion of National Data Bases Relevant to Teacher Supply, Demand, and Quality -- REFERENCES -- Who Will Teach? -- WHO PREPARES TO TEACH -- Trends in the Number of New Teaching Licenses -- The Trend in the Racial Composition of the Pool of Licensees -- The Trend in the Distribution of Teaching Fields -- WHO ENTERS TEACHING -- HOW LONG TEACHERS STAY IN TEACHING -- Career Lengths Vary by Subject Specialty -- Salaries Affect the Likelihood of Attrition for Novice Teachers -- WHO RETURNS TO TEACHING -- Many Teachers Return -- The Probability of a Return to Teaching Varies by Subject Specialty -- SUMMARY -- NOTES -- Discussion: Teacher Supply and Demand Research With State Data Bases -- ISSUES FOR FURTHER RESEARCH -- Supply and Demand for Math and Science Teachers -- Minority Teachers -- Teacher Early Retirement and Teacher Demand -- The Declining Reserve Pool -- Supply and Attrition of High-Quality Teachers -- FUTURE RESEARCH DIRECTIONS -- REFERENCES -- General Discussion -- NOTE -- VI CONCLUSION -- Directions for the Future -- APPENDIXES. 327 $aA Conference Agenda and Attendees -- TEACHER SUPPLY, DEMAND, AND QUALITY CONFERENCE ON POLICY ISSUES, MODELS, AND DATA BASES -- B National Data Bases Related to Teacher Supply, Demand, and Quality -- THE AMERICAN FRESHMAN -- ASSOCIATION OF AMERICAN COLLEGES CURRICULUM DATABASE -- COMMON CORE OF DATA -- CURRENT POPULATION SURVEY -- GRADUATE RECORD EXAMINATION -- HIGH SCHOOL AND BEYOND -- INTEGRATED POSTSECONDARY EDUCATION DATA SYSTEM -- LONGITUDINAL STUDY OF AMERICAN YOUTH -- NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS -- NAEP Teacher Questionnaire -- NATIONAL EDUCATION LONGITUDINAL STUDY OF 1988 -- THE NATIONAL LONGITUDINAL STUDY -- NATIONAL SURVEYS OF SCIENCE AND MATHEMATICS EDUCATION -- THE PRIVATE SCHOOL SURVEY -- SCHOOLS AND STAFFING SURVEY AND TEACHER FOLLOW-UP SURVEY -- Schools and Staffing Survey -- Teacher Follow-up Survey -- STATUS OF THE AMERICAN PUBLIC SCHOOL TEACHER -- SURVEYS OF RECENT COLLEGE GRADUATES -- C Teacher Supply, Demand, and Quality Variables: National Data Base Sources -- Data Sources Reported in Tables 1 through 5. 606 $aTeachers$xSupply and demand$zUnited States$vCongresses 606 $aTeachers$xRating of$zUnited States$vCongresses 615 0$aTeachers$xSupply and demand 615 0$aTeachers$xRating of 676 $a331.12/31371100973 701 $aBoe$b Erling E.$f1933-$01812733 701 $aGilford$b Dorothy M$0102734 712 02$aNational Academy Press (U.S.) 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910965580403321 996 $aTeacher supply, demand, and quality$94365284 997 $aUNINA