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1.
This paper considers the case of the Michigan Migrant Head Start program to describe and analyze the labor market conditions and teaching staff characteristics to identify the challenges faced by Migrant Head Start grantees in attracting, hiring, retaining, and training degreed teachers. The emphasis is on describing and analyzing the child care labor market characteristics that confront Migrant Head Start grantees in upstream locations and on describing the characteristics and opinions of Migrant Head Start teachers and interpreting their significance for developing educational programs that facilitate the ability of Migrant Head Start teachers to become degreed in early childhood education. The implications of the findings for making early childhood education work for Migrant Head Start teachers are discussed from the perspective of administrators of Migrant Head Start programs and teacher preparation programs at community colleges and universities. 相似文献
2.
Single mothers' perspectives on selecting child care reflect their experiences of the significance of parent–teacher collaboration in a Head Start context. Mothers spoke of their motivations for selecting child care, their experiences of their relationships with Head Start teachers, and how their self-development and learning were enhanced by interactions with Head Start staff. Such collaboration has positive effects for their children, their development as parents, and their development as individuals. Implications of their perspectives for teacher best practices are drawn. 相似文献
3.
David P. Sims 《Economics of Education Review》2011,30(5):1034-1044
Despite a large literature examining the effect of litigation on education finance and student achievement, there is relatively little recent evidence about how extra resources generated by litigation are spent. This paper uses national data to examine the effects of high court finance rulings from 1991 to 2002 on school districts’ education spending: including the categories of capital, plant, and support expenses as well as the teacher wage bill. It also decomposes the latter change into a quantity effect from teacher hiring and a price effect due to increased wages. I find that the largest spending increase comes from salary increases to teachers, with other large increases for hiring more instructors and increasing support spending. Further evidence suggests that the higher salaries are manifest more in an increased experience premium rather than higher salaries for new teacher hires. This evidence helps rationalize the role teachers unions play in supporting, and sometimes originating finance lawsuits. 相似文献
4.
For centuries, teachers have complained about their salaries. In the Stapfer inquiry of 1799, some teachers made remarks about financial issues, particularly their low incomes. This inquiry is the main source for the arguments presented here regarding teachers’ low salary during this period of the Helvetic Republic. The disparity between the lowest and the highest income was huge in 1799. This fact invites investigations about the people who complained. The evidence indicates incoherence between the complaints regarding low salary and the real income that was earned by these teachers. However, in order for this thesis to be wholly understood, the salaries must be explained; at the time of the Stapfer inquiry, salaries were paid in different currencies, as wages in kind and using divergent measurements. The present article aims to determine who these teachers were and why they complained. The arguments presented by the teachers shed light on the topics of political appeals, the social status of teachers in 1800 and the professionalisation of teachers. 相似文献
5.
Andrew Leigh 《Economics of Education Review》2012,31(3):41-53
Can changes in teacher pay encourage more able individuals to enter the teaching profession? So far, studies of the impact of pay on the aptitude distribution of teachers have provided mixed evidence on the extent to which altering teacher salaries represents a feasible solution to the teacher quality problem. One possible reason is that these studies have been unable to separate labor supply effects from labor demand effects. To address this, I model the relationship between current salaries and the academic aptitude of future teachers (those entering teacher education courses). Using a unique dataset of test scores for every individual admitted into an Australian university between 1989 and 2003, I explore how interstate variation in average pay or pay dispersion affects the decision to enter teacher education courses. A 1 percent rise in the salary of a starting teacher boosts the average aptitude of students entering teacher education courses by 0.6 percentile ranks, with the effect being strongest for those at the median. This result is robust to instrumenting for teacher pay using uniform salary schedules for public schools. I also find some evidence that more pay dispersion in the non-teaching sector lowers the aptitude of potential teachers. 相似文献
6.
Annemarie H. Hindman Barbara A. Wasik Donald E. Bradley 《Early education and development》2019,30(4):478-495
Research Findings: This study examined how teacher–child conversations unfold during shared book reading in Head Start classrooms as well as the relations between that talk and children’s vocabulary learning. Book reading experiences in 27 Head Start classrooms were videotaped and coded for teacher talk, child responses, teacher follow-up remarks, and teacher wait time; we also assessed children’s vocabulary learning. Findings indicated that Head Start teachers infrequently asked open prompts or provided book-related comments; the predominant tool used in shared reading was the closed prompt. Teachers generally accepted 1 answer per question, and children’s answers were nearly always correct. Wait time was rarely observed. Across the sample, more child talk was predictive of stronger child vocabulary learning. For children with low initial vocabulary skills, learning was also linked to more expository comments by teachers. Practice or Policy: Findings help to map out the sequence of instructional events that make up preschool classroom conversations and provide insight into potential levers for improvement. 相似文献
7.
Assistant teachers are a ubiquitous yet virtually overlooked part of the early education workforce. Assistant teacher education level and its relationship to various classroom characteristics and the roles lead teachers feel assistants play in classroom management and teaching were examined in a nationally representative sample of 3,191 state-funded prekindergarten classes. Research Findings: Most classrooms had at least 1 paid assistant teacher, and classrooms with multiple assistants were more likely to be in Head Start. Lead teachers in public schools were more likely to have a bachelor's degree or higher, to be paired with an assistant with a high school degree, and to report fewer release hours for planning (alone or shared with assistants) than teachers in Head Start. Hierarchical multiple regression indicated that assistant teachers were rated as most useful to teaching duties when the classroom was in a Head Start setting, when the discrepancy between the lead and assistant teachers’ education was smaller, and when there were more shared release hours for planning. Practice and Policy: Implications focus on future prekindergarten teacher workforce needs, the need for more shared planning time and guidance in its use, and the need for more attention to and support for the training and roles of assistant teachers. 相似文献
8.
Research Findings: This qualitative study examined how Head Start teachers thought about children’s early literacy and how they enacted their thinking in a year-long curriculum reform effort. Data collected included interviews, observations, questionnaires, concept maps, and teachers’ reflections on implementation. The results indicated that as teachers implemented the new curriculum, a number of factors influenced their instructional practice. Four cross-case themes emerged: Volunteering to Change, Teachers’ Perspectives About Early Literacy, The Relationships Within Teaching Teams, and The Head Start Context. Practice or Policy: Findings are discussed as they relate to improving early literacy instruction through the use of curriculum. Implications for practitioners and teacher educators are outlined, including the importance of addressing gaps in teacher knowledge, facilitating skill development, and influencing teachers’ motivation to engage in change. Equally important to consider are factors that may influence a teacher’s readiness to change his or her practice and emphasizing the need for supportive environments as teachers work to enhance children’s early literacy development. 相似文献
9.
教师绩效工资改革的国外研究及其启示 总被引：2，自引：0，他引：2
随着国外教师工资改革的不断推进,学者对教师绩效工资改革的研究不断拓展和深入。梳理发现,研究内容主要集中在教师工资与教师供给、教师工资与学生产出、教师工资与教师流失以及公立学校和私立学校绩效工资改革对比研究等方面。对国外绩效工资改革的反思,使我们认识到教师工资制度改革必须要与学校组织的变革有机结合;政策制定、实施要努力做到＂程序公平＂;采用合理的评价标准和方式;正确对待绩效工资,将其看作一个持续的工作而不断完善。 相似文献
10.
Jay G. Chambers 《Economics of Education Review》1985,4(4):291-310
General impressions suggest that public school teachers are paid higher salaries than private school teachers. Indeed, the evidence is consistent with this general impression. But why the difference? Do public school teachers have better qualifications? Are private schools better places in which to work, and are they able to pay lower wages for comparable teachers? Do public and private schools even operate in the same market for teaching personnel? Are those individuals who seek employment in the private school sector from the same population as those seeking public school employment? What part does the ownership structure of the school play in the determination of teacher compensation? It is the purpose of this paper to provide some insights into these and related questions about the patterns of variation in compensation of public and private school teachers. Our findings reveal that public school teachers earn more than teachers in non-public schools. Teachers in parochial schools are the lowest paid, while teachers in non-sectarian private schools are the highest paid among non-public school teachers. There appear to be structural differences in the patterns of wage variation between the different sectors. Public school teachers possess greater quantities of those characteristics that are valued in the market than non-public school teachers. Non-public school teachers sacrifice between 10 and 40% of the public school teacher salary to work in the non-public sector (depending on the type of school within the non-public sector) and they are aware of their sacrifice. Organizational and ownership structure of the school also appears to make a difference in salaries, with profit-making schools being among the lowest paying, second only to parochial schools. 相似文献
11.
《Early education and development》2013,24(2):225-238
Within early childhood research considerable emphasis has been placed on examining teachers' beliefs about developmentally appropriate practices in the classroom. The purpose of this study was to describe Head Start teacher beliefs and self-reported practices as they relate to classroom quality and examine the potential differences in the beliefs of those teaching in high, average, and low quality classrooms. Scores on two subscales, appropriate and inappropriate, for both self-reported beliefs and practices were used as the dependent variables. Analysis of variance was used to examine differences between the self-reported beliefs and practices of teachers in classrooms of differing quality. The results for both the appropriate beliefs and appropriate activities subscales were statistically nonsignificant. However, the results for the two inappropriate subscales were statistically significant. These results would seem to indicate that teachers in the low quality group tended to respond more favorably to statements about inappropriate beliefs and practices than did those teachers in either the high or average quality classrooms. These findings provide important information about offering professional development opportunities for Head Start teachers that focus on providing theoretical perspectives on children's development and instructional practices aimed at changing beliefs about teaching practices. 相似文献
12.
本文采用中国劳动统计年鉴(1989-2019)的有关数据对1988-2018年间我国教师工资的空间分布、相对位序和演变趋势进行了系统分析。研究发现:就我国教师工资的总体水平来看,在三十年间获得了巨大的提升,其绝对数量增长了51倍,年均增长率达14%;就我国教师工资在不同省份和地区的均衡分配程度来看,整体上呈现出从绝对均衡向相对均衡的发展趋势;就我国教师工资收入在全部国民经济行业中的相对位置来看,呈现出频繁变动的趋势和先下降后逐渐回升的趋势;就我国教师群体内部工资差距来看,呈现出不同教育阶段教师工资间的差距持续拉大的趋势。考虑到教师在培养社会劳动力中的重要性,在未来的发展中,要更加重视从整体上提升教师群体的工资水平和其他待遇,特别是要重视提高初等教育阶段教师的工资收入。 相似文献
13.
《Early education and development》2013,24(1):68-76
This article describes a research and early intervention project that involves parents and Head Start teachers who live and work in geographically isolated areas of the Navajo Reservation. Social and environmental characteristics of life in remote areas are considered as "risk factors" that impact upon the child's probable success in school. Two promising lines of intervention are reported comprehensive instruction in child development for Head Start teachers and working with parents as children's "first teachers." The teacher education approach involves innovative methods that build upon the Native American oral tradition. The approach to parents as "first teachers" involves Navajo parents in a structured reading approach with culturally relevant materials, where children are encouraged to reconstruct story content in a variety of representational media. Preliminary results include a dramatic rise in the number of CDA credentialed teachers and major improvements in teaching skills and satisfaction with teaching. 相似文献
14.
Frances McCarty Martha Abbott-Shim Richard Lambert 《Early education and development》2001,12(2):225-238
Within early childhood research considerable emphasis has been placed on examining teachers' beliefs about developmentally appropriate practices in the classroom. The purpose of this study was to describe Head Start teacher beliefs and self-reported practices as they relate to classroom quality and examine the potential differences in the beliefs of those teaching in high, average, and low quality classrooms. Scores on two subscales, appropriate and inappropriate, for both self-reported beliefs and practices were used as the dependent variables. Analysis of variance was used to examine differences between the self-reported beliefs and practices of teachers in classrooms of differing quality. The results for both the appropriate beliefs and appropriate activities subscales were statistically nonsignificant. However, the results for the two inappropriate subscales were statistically significant. These results would seem to indicate that teachers in the low quality group tended to respond more favorably to statements about inappropriate beliefs and practices than did those teachers in either the high or average quality classrooms. These findings provide important information about offering professional development opportunities for Head Start teachers that focus on providing theoretical perspectives on children's development and instructional practices aimed at changing beliefs about teaching practices. 相似文献
15.
An Xuehui 《Chinese Education & Society》2018,51(2):103-116
AbstractTeacher salary level and structure are not only important factors affecting the supply of primary and secondary school teachers, but they are also crucial to attracting, training, and retaining high-quality teachers, thereby impacting the overall quality of education and teaching in schools. The reform of China’s basic education management system has ensured the fiscal security and steady increase of rural primary and secondary school teacher salaries and has effectively improved the supply and quality of rural teachers. The objective gap between urban and rural teacher salaries and benefits has, however, led to the one-way mobility of rural teachers, resulting in the loss of quality teachers and giving rise to a structural shortage in rural schools. To improve the supply and quality of teachers in rural areas, it is necessary to effectively and systemically increase rural teachers’ basic salaries and subsidies according to the law. There is the necessity through various channels to raise primary and secondary school teachers’ salaries and benefits, especially subsidy and allowance standards, to eliminate actual variances in teacher salaries. 相似文献
16.
《Early childhood research quarterly》2002,17(4):539-558
The current study examined whether cumulative family risk would moderate the relation between regularity of attending Head Start and three child outcomes: receptive vocabulary, teacher ratings of social competence, and teacher ratings of following instructions. Cumulative family risk was the sum of four dichotomous measures: low income, low cognitive stimulation, intrusiveness, and depression. Participants were 94 Head Start children and their caregivers. All but 1 of the 16 classrooms attended were rated as good or better on the Early Childhood Environment Rating Scale (ECERS). Analyses revealed the relation between Head Start attendance and receptive vocabulary was moderated by cumulative risk, with children from higher risk families benefiting more. Regardless of cumulative family risk, attendance predicted teacher ratings of social competence; regardless of attendance, cumulative family risk predicted teacher ratings of following instructions. Results are interpreted as supporting a compensatory model of the impact of Head Start on children’s receptive vocabulary and the use of attendance as a measure of the “value added” by Head Start. Public policy implications are discussed. 相似文献
17.
Michael C. Anziano 《Early education and development》1991,2(1):68-76
This article describes a research and early intervention project that involves parents and Head Start teachers who live and work in geographically isolated areas of the Navajo Reservation. Social and environmental characteristics of life in remote areas are considered as “risk factors” that impact upon the child's probable success in school. Two promising lines of intervention are reported comprehensive instruction in child development for Head Start teachers and working with parents as children's “first teachers.” The teacher education approach involves innovative methods that build upon the Native American oral tradition. The approach to parents as “first teachers” involves Navajo parents in a structured reading approach with culturally relevant materials, where children are encouraged to reconstruct story content in a variety of representational media. Preliminary results include a dramatic rise in the number of CDA credentialed teachers and major improvements in teaching skills and satisfaction with teaching. 相似文献
18.
This qualitative study of three Head Start Centers analyzed surveys, interviews, and focus group data to determine how education coordinators, teachers, and teacher assistants believed professional development activities could support teamwork at their centers. The researchers sorted data related to teamwork into four categories: knowledge and understanding of teachers’ trajectories, how teachers referred to one another, frequency and quality of communication, and evidence of shared philosophy. A climate of trust, respect, open communication and clear organization emerged as important for the risk taking necessary for teachers to learn together. This climate depended on leadership that was willing to take on challenges, innovate, and make room for teacher autonomy. Teamwork thrived in a program that purposely built relationships among staff through opportunities for communication, the development of a shared philosophy, and the possibility of being known and feeling known by colleagues and supervisors. When administrators solicited and used teachers’ feedback about professional development, the teachers felt themselves a valued part of the teaching community. 相似文献
19.
Head Start is the largest early childhood education program in the US. Echoing patterns emerging in ECE world-wide, Head Start has dramatically changed. Greater emphasis is now placed on kindergarten readiness, child and teacher assessment, professionalization, and increased competition for program funding. Drawing on a mixed methods research design, a case study was conducted that explores the nature and effects of these changes on teachers and the work of teaching within Head Start. Strong evidence of work intensification was found, a topic little explored within the wider ECE literature. In the light of this finding the authors question the model of professionalism that now dominates ECE reform. 相似文献
20.
One of the major focuses of the recent reform movement in education concerns perceived and anticipated teacher shortages, especially in particular fields such as mathematics and science. It is widely believed that lower salaries relative to alternative occupations are responsible for teacher shortages and that higher salaries will therefore help reduce shortages. Yet there is little empirical research that examines the relationship between teacher shortages and teacher salary differentials. This paper examines this relationship for the case of mathematics and science teachers using data on a sample of medium and large school districts located within large metropolitan areas throughout the United States. The results support the general proposition that salary differentials between teachers and alternative occupations influence teacher shortages, although the relationship varies by gender and geographic area of the U.S. 相似文献