activities
American Education Finance Association
Average Teacher Experience
beginning
Beginning Teachers
Case Study Respondents
Category=JN
class
class size policy
Class Size Reduction Policies
CSR Program
Decrease Class Size
development
Dual Immersion Language School
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eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Interdisciplinary Teacher Teams
labor
labor management agreements
markets
National Board Certification
NBPTS Certification
Pay For Performance
Performance Assessment
professional
Professional Development
Professional Development Activities
professional development funding
resource allocation equity
Sass Data
SES Quintile
Single Salary Schedule
sional
size
strategies for retaining effective teachers
Teacher Assessment Systems
Teacher Background Variables
Teacher Labor Market
teacher labor markets
Teacher Qualification Measures
teachers
urban teacher retention
York City Public Schools
Young Men
Product details
- ISBN 9781930556560
- Weight: 650g
- Dimensions: 178 x 254mm
- Publication Date: 27 Mar 2003
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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The yearbook is organized around four issues, each of which can be viewed as representing an important focal point to improve teacher and teaching quality and having important implications for school finance. The issues are (1) teacher recruitment, induction, and retention; (2) the ongoing porfessional development of teachers; (3) equity in the allocation of teaching resources; (4) teacher compensation and workplace conditions.
Margaret L. Plecki is Associate Professor in the Area of Educational Leadership and Policy Studies at the University of Washington, Seattle. Her teaching and research activities focus on school finance, the economics of education, and education policy evaluation. Her experience in education includes 15 years of service as a special education teacher, a staff development specialist, and a public school administrator. She has also worked in the private sector as a management consultant. She earned her Ph.D. from the University of California, Berkeley. Currently, she is working on studies of the relationships between resource allocation practices, teaching quality, and student achievement. She is Deputy Director of the Center for the Study of Teaching and Policy, and is Principal Investigator for a study of the conditions of teaching in Washington State. Marge has been an active member of AEFA since 1989 and served on the AEFA Board of Directors from 1999–2002., David H. Monk is professor of educational administration and dean of the College of Education at The Pennsylvania State University. He earned his Ph.D. in 1979 at the University of Chicago and was a member of the Cornell University faculty for 20 years. He has also taught in a visiting capacity at the University of Rochester and the University of Burgundy in Dijon, France. Monk is the author of Educational Finance: An Economic Approach (1990); Raising Money for Education: A Guide to the Property Tax (1997) (with Brian O. Brent); and Cost Adjustments in Education (2001) (with William J. Fowler, Jr.) in addition to numerous articles in scholarly journals. He is a co-editor for Leadership and Policy in Schools and serves on the editorial boards of The Economics of Education Review, The Journal of Education Finance, Educational Policy, and the Journal of Res
