首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
How Should Teachers Be Rewarded? [A]We never forget our best teachers—those who inspired us with a deeper understanding or an en
How Should Teachers Be Rewarded? [A]We never forget our best teachers—those who inspired us with a deeper understanding or an en
admin
2016-08-25
23
问题
How Should Teachers Be Rewarded?
[A]We never forget our best teachers—those who inspired us with a deeper understanding or an enduring passion, the ones we come back to visit years after graduating, the educators who opened doors and altered the course of our lives.
[B]It would be wonderful if we knew more about such talented teachers and how to multiply their number. How do they come by their craft? What qualities and capacities do they possess? Can these abilities be measured? Can they be taught? Perhaps above all: How should excellent teaching be rewarded so that the best teachers—the most competent, caring and compelling—remain in a profession known for low pay and low status?
[C]Such questions have become critical to the future of public education in the U.S. Even as politicians push to hold schools and their faculty members responsible as never before for student learning, the nation faces a shortage of teaching talent About 3.2 million people teach in U.S. public schools, but, according to an estimate made by economist William Hussar at the National Center for Education Statistics, the nation will need to recruit an additional 2.8 million over the next eight years owing to baby-boomer retirement, growing student enrollment and staff turnover(人员调整)—-which is especially rapid among new teachers. Finding and keeping high-quality teachers are key to America’s competitiveness as a nation. Recent test results show that U.S. 10th-graders ranked just 17th in science among peers from 30 nations, while in math they placed in the bottom five. Research suggests that a good teacher is the single most important factor in boosting achievement, more important than class size, the dollars spent per student or the quality of textbooks and materials.
[D]Across the country, hundreds of school districts are experimenting with new ways to attract, reward and keep good teachers. Many of these efforts borrow ideas from business. They include signing bonuses for hard-to-fill jobs like teaching high school chemistry, housing allowances and what might be called combat pay for teachers who commit to working in the most distressed schools. But the idea gaining the most motivation—and controversy—is merit pay, which attempts to measure the quality of teachers’ work and pay teachers accordingly.
[E]Traditionally, public-school salaries are based on years spent on the job and college credits earned, a system favored by unions because it treats all teachers equally. Of course, everyone knows that not all teachers are equal. Just witness how hard parents try to get their kids into the best classrooms. And yet there is no universally accepted way to measure competence, much less the great charm of a truly brilliant educator. In its absence, policymakers have focused on that current measure of all things educational: student test scores. In districts across the country, administrators are devising systems that track student scores back to the teachers who taught them in an attempt to assign credit and blame and, in some cases, target help to teachers who need it. Offering bonuses to teachers who raise student achievement, the theory goes, will improve the overall quality of instruction, retain those who get the job done and attract more highly qualified candidates to the profession—all while lifting those all-important test scores.
[F]Such efforts have been encouraged by the government, which in 2006 started a program that awards $99 million a year in grants to districts that link teacher compensation to raising student test scores. Merit pay has also become part of the debate in Congress over how to improve the 2001 No Child Left Behind Act. Last summer, the president signed merit pay at a meeting of the National Education Association, the nation’s largest teachers’ union, so long as the measure of merit is "developed with teachers, not imposed on them and not based on some test score." Hillary Clinton says she does not support merit pay for individual teachers but does advocate performance-based pay on a schoolwide basis.
[G]It’s hard to argue against the notion of rewarding the best teachers for doing a good job. But merit pay has a long history in the U.S., and new programs to pay teachers according to test scores have already had an opposite effect in Florida and Houston. What holds more promise is broader efforts to transform the profession by combining merit pay with more opportunities for professional training and support, thoughtful assessments of how teachers do their jobs and new career paths for top teachers.
[H]To the business-minded people who are increasingly running the nation’s schools, there’s an obvious solution to the problems of teacher quality and teacher turnover offer better pay for better performance. The challenge is deciding who deserves the extra cash. Merit-pay movements in the 1920s, ’50s and ’80s turned to failure just because of that question, as the perception grew that bonuses were awarded to principals’ pets. Charges of unfairness, along with unreliable funding and union opposition, sank such experiments.
[I]But in an era when states are testing all students annually, there’s a new, less subjective window onto how well a teacher does her job. As early as 1982, University of Tennessee statistician Sanders seized on the idea of using student test data to assess teacher performance. Working with elementary-school test results in Tennessee, he devised a way to calculate an individual teacher’s contribution to student progress. Essentially, his method is this: he takes three or more years of student test results, projects a trajectory(轨迹)for each student based on past performance and then looks at whether, at the end of the year, the students in a given teacher’s class tended to stay on course, soar above expectations or fall short. Sanders uses statistical methods to adjust for flaws and gaps in the data. "Under the best circumstances," he claims, "we can reliably identify the top 10% to 30% of teachers."
[J]Sanders devised his method as a management tool for administrators, not necessarily as a basis for performance pay. But increasingly, that’s what it is used for. Today he heads a group at the North Carolina-based software firm SAS, which performs value-added analysis for North Carolina, Ohio, Pennsylvania, Tennessee and districts in about 15 other states. Most use it to measure schoolwide performance, but some are beginning to use value-added calculations to determine bonuses for individual teachers.
Value-added calculations have been used to determine the bonuses a teacher deserves.
选项
答案
J
解析
根据题目中的Value-added calculations定位到J段最后一句。该句中的it指代上文提到的Sanders设计的方法,该句说尽管大部分学校用Sanders设计的方法来评价全校范围的教学质量,但有些学校也已经开始采用增值的方式计算老师应得的奖金,题目的意思与之相符,因此选J。
转载请注明原文地址:https://jikaoti.com/ti/eypFFFFM
0
大学英语四级
相关试题推荐
Thepredictabilityofourmortalityratesissomethingthathaslongpuzzledsocialscientists.Afterall,thereisnonaturalr
A、Peoplediffergreatlyintheirabilitytocommunicate.B、Therearenumerouslanguagesinexistence.C、Mostpubliclanguagesar
A、Helikesthecurrenttemperature.B、Hewishestheweatherwouldgetwarmer.C、Helikescookingfood.D、Hethinkshewilllike
如今,越来越多的大学生抱怨很难找到好工作。造成这一现象的原因如下:首先,大学生把在校的大多数时间都用在了专业学科学习上,只有当他们开始找工作的时候,才意识到自己缺乏必要的职业培训。其次,大学生之间的竞争也越来越激烈,这导致任何一名大学生找到工作的机会都变小
Whydoescreamgobadfasterthanbutter?Someresearchersthinkthatitcomesdowntothestructureofthefood,notitschemic
AboutoneintwentyadultsintheUnitedStatescannotreadEnglish.Anewfederalstudyshowsthatadultsmadelittleprogress
Atschoolourchildrenaretaughttoaddupandsubtractbut,extraordinarily,arenotshownhowtoopenabankaccount—letalon
A、8:50.B、9:00.C、8:15.D、10:00.B本题考查对时间的理解。everyhour说明了频率,Oilthehour表示整点发车,8点的一班车5分钟前刚离开,下一班车应该是9点出发,即B。
中国是世界上最多产的(prolific)图书生产国之一,但中国人的阅读率偏低。近几十年来,中国的书籍供应量大大增加,但人们对书籍的兴趣却跟不上其增加的速度。一项调查显示,2012年中国人年平均读书4.39本。这一数据与一些发达国家有很大差距。如美国人年平均
A、Anattacklaunchedbygunmen.B、Apeaceinitiativebeforetheattack.C、Thedamagetomilitaryhardware.D、Amilitantgroupsb
随机试题
A、药事管理委员会B、药学部门C、药检室D、质量管理组E、临床药学部门由主管院长、药学部门负责人、制剂室负责人、药检室负责人等成员组成的是
脑内出血最常见的原因是
正常心尖搏动范围直径为
患者,女,48岁。间断眼睑水肿、乏力2年。查体:体温37.4℃,脉搏80次/分,血压160/98mmHg,呼吸20次/分。双侧睑结膜苍白,眼睑浮肿。双肺呼吸音清、无干湿啰音。心律齐,无杂音、额外心音。尿RBC(4+)、尿蛋白(4+),血肌酐300μmol
电缆隧道敷设方式的选择,应符合()。
在实施双通道制的海关现场,通道分为_____和_____两种。
个体对事件的实际反应取决于经过中介系统的增益或消解后压力的()。
学生在上课时精神状态欠佳,情绪压抑,注意力分散,这是一种()的课堂气氛。
HowtoSolveResearchProblems?I.【T1】______【T1】______—Problem:hardtodeviseathesisortopic—Solutiona)Digestyournot
Choiceblindness:Youdon’tknowwhatyouwant[A]Wehaveallheardofexpertswhofailbasictestsofsensorydiscriminationin
最新回复
(
0
)