Addressing quality teaching in hard to staff settings: The exceptional teachers for disadvantaged schools project

Conference item

Lampert, Jo and Burnett, Bruce. (2012). Addressing quality teaching in hard to staff settings: The exceptional teachers for disadvantaged schools project. American Research in Education Association National Conference, (AREA), 14-17 April 2012. Canada: American Research in Education Association. pp. 1 - 7
AuthorsLampert, Jo and Burnett, Bruce
Abstract

[Extract] This Exceptional Teachers for Disadvantaged Schools (ETDS) project sets out to design a new model of Australian teacher education responding to recent demands for quality education in low SES and disadvantaged schools. The project moves teacher education from the ‘missionary’ (Larabee, 2010) or deficit (Comber and Kamler 2004; Flessa, 2007) approaches, towards a focus on notions of quality and academic excellence. Rice (2008, p.1) argues for a need to place more of the “very best teachers into the most challenging schools”, yet the problem is not merely one of training more teachers, for disadvantaged schools already receive disproportionate numbers of beginning teachers (Connell, 1994; Vickers & Ferfolja, 2006). Rather, Grossman and Loeb (2010, p. 245) argue the problem centers on the common practice of “[p]lacing the least experienced teachers with the most needy students”.

Year2012
JournalAmerican Research in Education Association National Conference (AREA)
PublisherAmerican Research in Education Association
Publisher's version
File Access Level
Controlled
Page range1 - 7
Research GroupSchool of Education
Place of publicationCanada
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