The Near Impossibility of Testing for Teacher Quality

Berliner argues that defining quality in teaching is unusually difficult. Defining quality always requires making value judgments about which disagreements abound.

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Bibliographic Details
Published in:Journal of teacher education 2005-05, Vol.56 (3), p.205-213
Main Author: Berliner, David C.
Format: Article
Language:English
Subjects:
Educational accountability
Educational reform
Licensing, certification and accreditation
Methods
Political aspects
Quality of work
Teacher certification
Teacher education
Teacher evaluation
Teacher evaluations
Teachers
Teachers, Rating of
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Description
Summary:Berliner argues that defining quality in teaching is unusually difficult. Defining quality always requires making value judgments about which disagreements abound.
ISSN:0022-4871
1552-7816
DOI:10.1177/0022487105275904