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|Longitudinal Study:||LSAC||Title:||Teacher workforce: fiction vs fact||Authors:||Fahey, Glenn||Institution:||The Centre for Independent Studies||Publication Date:||Mar-2022||Abstract:||Australia’s education outcomes have deteriorated — despite increased spending on teachers and policy initiatives intended to increase the quantity and quality of the teacher workforce. Education policy is dominated by inputs-based approaches, which see increasing inputs — such as the number of teachers (and, correspondingly smaller class sizes), salaries, and narrow indicators of ‘quality’ (such as level of credentials, years of experience, and teachers’ test scores) — as the path to better education outcomes. But there is little evidence that increasing inputs improves outcomes.||URL:||https://www.cis.org.au/wp-content/uploads/2022/03/rr43v2.pdf||ISBN:||ISSN: 2204-8979 (Printed) 2204-9215 (Online) • ISBN: 978-1-922674-10-4||Research collection:||Books|
|Appears in Collections:||Reports|
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checked on Jun 7, 2023
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