Exceptional teachers for disadvantaged schools
Data(s) |
2011
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Resumo |
A major issue facing Australia is addressing an education system that OECD’s data from the Programme for International Student Assessment (PISA) show is of high quality, but low equity. In other words, while Australian schools score relatively high in terms of international benchmarks related to quality, the same cannot be said in relation to indicators of social background or socioeconomic status (SES). The federal and state responses to this dilemma can be found in a coordinated national agenda targeting social inclusion. Two key policy areas within this agenda relate directly to the Exceptional Teachers for Disadvantaged Schools Project (ETDS). These are the Higher Education Participation and Partnerships Program (HEPPP) and the National Partnership Agreements on Low Socio-economic Status School Communities and Improving Teacher Quality. |
Formato |
application/pdf |
Identificador | |
Publicador |
TAFE Directors Australia |
Relação |
http://eprints.qut.edu.au/48425/4/48425.pdf http://www.tda.edu.au/cb_pages/files/TDA-Occ-paper-8.pdf Burnett, Bruce M. & Lampert, Jo (2011) Exceptional teachers for disadvantaged schools. In Strategic Regional Leadership for the Future Conference, TAFE Directors Australia, Port Macquarie, NSW, pp. 43-45. |
Direitos |
Copyright 2011 TAFE Directors Australia and Regional Development Australia – Mid North Coast |
Fonte |
Office of Education Research; Faculty of Education; School of Cultural & Language Studies in Education |
Palavras-Chave | #130000 EDUCATION #130300 SPECIALIST STUDIES IN EDUCATION #130313 Teacher Education and Professional Development of Educators #socioeconomic status (SES) #Exceptional Teachers for Disadvantaged Schools Project (ETDS) #HERN |
Tipo |
Conference Paper |