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Prior research suggests that where pupils are 'tracked', better qualified, more experienced teachers tend to be deployed to higher attainment groups, at the expense of pupils in lower tracks. This is especially pertinent from a social justice perspective, given consistent findings in the UK that pupils from socially-disadvantaged backgrounds are over-represented in low attainment groups. This article draws on data from 380 teachers, drawn from 126 secondary schools in England, and interviews...
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This literature review identifies and evaluates evidence on the effectiveness of approaches to improving teacher quality in developing countries. It examines four categories of assistance for improving teacher quality: teacher development policies; pre-service education and training; in-service professional development; and school-based support. As far as possible the review highlights practices that demonstrat effectiveness. The review describes examples from different countries, of...
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