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The Teacher Powered Schools organization explains this teacher co-op or teacher-powered model as: "1. collaboratively designed and implemented by teachers. 2. teachers having collective autonomy to make the decisions influencing the success of a school, project, or professional endeavor."
Quality of working life (QWL) describes a person's broader employment-related experience.Various authors and researchers have proposed models of quality of working life – also referred to as quality of worklife – which include a wide range of factors, sometimes classified as "motivator factors" which if present can make the job experience a positive one, and "hygiene factors" which if ...
"The school superintendent, for example, may feel that the teachers expect him to be their spokesperson and leader, to take their side on such matters as salary increases and institutional policy. However, the superintendent may feel that the school board members expect him to represent them, to "sell" their views to the staff because he is the ...
Teacher retention is a field of education research that focuses on how factors such as school characteristics and teacher demographics affect whether teachers stay in their schools, move to different schools, or leave the profession before retirement. The field developed in response to a perceived shortage in the education labor market in the ...
[83] Teachers are more often to blame students' failures on internal reasons, such as an inability or disregarding of lessons, rather than potentially accepting external factors, like poor teaching strategies, that are leading a student toward "failing" [83] in school. Similar profiles can explain why students succeed in class.
1968-68: There was a wave of school strikes outside South, 80% by the NEA. [63] 1969: 450,000 teachers were covered by 1,019 collective bargaining agreements. The NEA accounted for 90 percent of the contracts and 61 percent of the teachers. [64] 1972: The New York State Teachers Association quit the NEA and merged with the AFT. [65]
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Ways to measure the quality of work of individual teachers, of schools, or of education systems as a whole, are therefore often sought. In most countries, teacher salary is not related to the perceived quality of his or her work. Some, however, have systems to identify the 'best-performing' teachers, and increase their remuneration accordingly.