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
Authors | Lampert, Jo and Burnett, Bruce |
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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”. |
Year | 2012 |
Journal | American Research in Education Association National Conference (AREA) |
Publisher | American Research in Education Association |
Publisher's version | File Access Level Controlled |
Page range | 1 - 7 |
Research Group | School of Education |
Place of publication | Canada |
https://acuresearchbank.acu.edu.au/item/8928q/addressing-quality-teaching-in-hard-to-staff-settings-the-exceptional-teachers-for-disadvantaged-schools-project
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