What Matters for Student Outcomes: Teacher Quality or Teaching Practices?
Public discussion about educational accountability increasingly focuses on the factors that contribute to student learning and development. Questions arise about who should be held accountable for student outcomes, what standards should be used to make these judgments, and whether the goal of improving student outcomes is best served by focusing on teacher quality or teaching practices. Contrasting perspectives about these issues have important implications for policy, research, and practice. Our colloquium series will address the historical backdrop that gives impetus to these questions, the methodological challenges associated with the measurement of teaching quality, and the implications of these discussions for improving classroom instruction.
|Sept. 18||1:00||207 Willard||School of Education Faculty Overview|
|Oct. 2||1:00||207 Willard||Deborah Loewenberg Ball (University of Michigan William H. Payne Collegiate Professor & an Arthur F. Thurnau Professor)|
|Oct. 16||1:00||207 Willard||Frank B. Murray (University of Delaware H. Rodney Sharp Professor of Education & Psychology)|
|Oct. 23||1:00||207 Willard||James Fraser (New York University Professor of History & Education)|
|Nov. 4||1:00||207 Willard||David K. Cohen (University of Michigan John Dewey Collegiate Professor of Education & Public Policy)|
|Dec. 4||1:00||207 Willard||James Stigler (UCLA Professor of Psychology)|