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Assuring The Quality Of Future Victorian Teachers : Acer Response To Det Discussion Paper: Working Together To Shape Teacher Education In Victoria, Lawrence Ingvarson
Assuring The Quality Of Future Victorian Teachers : Acer Response To Det Discussion Paper: Working Together To Shape Teacher Education In Victoria, Lawrence Ingvarson
Dr Lawrence Ingvarson (Consultant)
ACER’s response to the August 2016 discussion paper on teacher education titled, 'Working Together To Shape Teacher Education in Victoria' released by James Merlino, the Minister for Education and Training in Victoria. This response addresses focus areas including: Raising the quality and status of teaching: a profession of choice Ensuring high quality pathways into the profession Improving course quality Developing Early Career Teachers
Out-Of-Field Teaching In Australian Secondary Schools, Paul R. Weldon
Out-Of-Field Teaching In Australian Secondary Schools, Paul R. Weldon
Dr Paul Weldon
This report considers the extent to which Australian secondary school teachers are teaching subjects other than those in which they have specialised. It provides new data on the extent of out-of-field teaching overall and in a selection of subject areas, based on further analysis of the 2013 Staff in Australia’s Schools (SiAS) survey. In addition, the report uses new questions in the SiAS 2013 survey to assess the proportion of students affected by out-of-field teaching in selected subjects.
Improving Student Outcomes? You Have To Be In It For The Long Haul, Lawrence C. Ingvarson
Improving Student Outcomes? You Have To Be In It For The Long Haul, Lawrence C. Ingvarson
Dr Lawrence Ingvarson (Consultant)
Using A Resiliency Perspective To Inform Bilingual Teachers’ Classroom Inquiry, Brooke Kandel-Cisco, Yolanda Padrón
Using A Resiliency Perspective To Inform Bilingual Teachers’ Classroom Inquiry, Brooke Kandel-Cisco, Yolanda Padrón
Brooke Kandel-Cisco
Recent research has established the importance of teacher quality in the academic success or failure of students (Darling-Hammond, 2000; Sanders, Wright, & Horn, 2004) and policy initiatives, such as NCLB, have propelled the issue of teacher quality to the forefront of educational reform in the U.S. While No Child Left Behind (NCLB) has been successful in establishing minimum teacher quality standards for general educators, the act has failed to highlight the importance of quality for teachers of second language learners (Nieto. 2003). Teacher quality is especially impo1tant for second language learners. both because of the pedagogic and Iinguistic complexities inherent …