Document Type

Article

Journal/Book Title/Conference

Peabody Journal of Education

Volume

83

Issue

4

Publisher

Taylor and Francis

Publication Date

2008

First Page

509

Last Page

535

DOI

10.1080/01619560802414890

Abstract

A large body of literature exists that examines teacher quality characteristics and the relationship of indicators of those characteristics to teacher effectiveness. This existing research literature broadly views teacher quality research without illuminating specific areas of teacher quality, such as mathematics and science. In an effort to focus the literature base for researchers and policymakers more narrowly, this review specifically examines teacher quality as it relates to mathematics and science teaching and learning. The review highlights key policy and practitioner perspectives, provides a focused synthesis on current research findings on mathematics and science teacher quality, and suggests areas of research that are limited in the literature.

Comments

Originally published by Taylor & Francis. HTML and PDF available through remote link.

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