Teacher Inequality

Abstract

When discussing the teacher quality gap, policy makers have tended to focus on teacher certification, degrees, and experience. These indicators have become key benchmarks for progress toward equality of educational opportunity, in part for lack of additional teacher quality indicators. This article turns attention to teachers' academic skills. National data on teachers' entrance examination scores and college selectivity reveal substantial disparities by school poverty level. The findings commend attention to the gap in academic skills in the formulation of future policy and research on the teacher quality gap.

A capability-driven path to well-being: cases of community-based education in rural Indonesia

“…Teachers' expectations are believed to have both a normative (i.e., world-to-mind direction) and a cognitive dimension (i.e., mind-toworld direction Figueroa Rubio, 2005). Teachers' attitude is generally moulded on their own previous experience and the resulting selfefficacy (Wayne, 2002;Rubie-Davies et al, 2012;Grissom et al, 2015;Kremling et al, 2017), so training periods can be especially useful in giving them the necessary tools to shape their students' future positively Hyer et al, 2018).…”

“…(iv) The effect of labels, expectations and perceptions on the perpetuation of self-fulfilling prophecies (Don Milani-Scuola di Barbiana, 1967;Brint, 2006;Rubie-Davies et al, 2012;Kremling et al, 2017;Hyer et al, 2018;Denessen et al, 2020;Ortega et al, 2020). (v) Recruitment and training processes and teachers' satisfaction (Wayne, 2002;Brint, 2006;Grissom et al, 2015;Frías-Lasserre et al, 2018;Hyer et al, 2018;Mustary, 2020). (vi) The relevance of social, geographic and scholastic variables in the previous instances (Don Milani-Scuola di Barbiana, 1967;Bourdieu & Passeron, 1990;Brint, 2006;Crosnoe et al, 2010;Rubie-Davies et al, 2012;Liebenberg et al, 2016;Kremling et al, 2017;Mantovani & Gasparoni 2017;Hyer et al, 2018;Denessen et al, 2020;.…”