By Stephen Gorard

Issues about the offer of lecturers are of perennial trouble to either policy-makers and researchers on this planet of schooling. This trenchant and wide-ranging learn not just offers significant new study findings but in addition a re-interpretation of extant facts. Combining qualitative and (very vast) quantitative examine, Teacher Supply presents a rigorous and iconoclastic therapy of matters in terms of the recruitment, caliber, education, and retention of academics in the course of the constructed international and provides very important ideas for the future.

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Extra info for Teacher Supply: The Key Issues (Continuum Empirical Studies in Education)

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This also helps to explain the under-representation of certain groups of people in teaching. In addition, we look at the factors influencing students' decision to go into teaching or not, to see if these were largely to do with financial inducements or other career characteristics. Chapter 4 describes the kinds of people who enter teacher training, and presents trends over time in terms of their numbers. Chapter 5 looks at the outcomes of teacher training, both in terms of attaining qualified teacher status, and in obtaining a subsequent teaching post.

The identification of trends, patterns, changes and differences is based on judgement, with the aid of quasi-effect size calculations where needed (Gorard 2006). Some of the datasets were also used for modelling, to help identify patterns within them and the variables that might be linked to the outcomes of educational participation and processes. Most notably, logistic regression analysis with backward stepwise removal of predictor variables was used to predict/explain individual students' intention to be a teacher or not (dichotomous).

This makes using degree class as a benchmark for prior attainment problematic. Subjects of study The different approaches to classifying and reporting individual subjects of study proved problematic when analysing patterns in this area. For example, the DfES statistics for English language teachers include drama, and those for languages include all modern foreign languages but exclude Welsh and Classics. The DfEE Review Body, on the other hand, includes Welsh and Classics. The GTTR's broad classification includes English, Welsh, modern languages and Classics under the umbrella term Languages.

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