Advertisement

Reaching and Teaching Marginalized Children

Chapter

Abstract

Despite the “worldwide revolution” in educational enrollment during the twentieth century, a clear division continues to separate marginalized children from their peers: the quality of their teachers. Ample evidence from the United States and growing cross-national evidence demonstrate that children who are poor, who come from ethnic or racial minority groups, who have less educated parents, or who live in rural areas have access to less qualified teachers than their more advantaged peers. Given considerable evidence of the importance of teachers for children’s academic success, the teacher quality division between more and less advantaged children may be as influential in determining these children’s futures as access to formal education was one hundred years ago. In this chapter, we introduce our rationale for studying teachers of marginalized children and we describe the objectives, contributions, and organization of the book.

Keywords

Teacher distribution Teacher quality Educational equity 

References

  1. Akiba, M., LeTendre, G. K., & Scribner, J. P. (2007). Teacher quality, opportunity gap, and national achievement in 46 countries. Educational Reseacher, 36(7), 369–387.CrossRefGoogle Scholar
  2. Bacolod, M. (2007). Who teaches and where they teach: College graduates of the 1990s. Educational Evaluation and Policy Analysis, 29(3), 155–168.CrossRefGoogle Scholar
  3. Baker, D. P. (2014). The schooled society: The educational transformation of global culture. Stanford, CA: Stanford University Press.Google Scholar
  4. Benavot, A., & Resnik, J. (2006). Lessons from the past: A comparative socio-historical analysis of primary and secondary education. In J. E. Cohen, D. E. Bloom, & M. B. Malin (Eds.), Educating all children: A global agenda (pp. 123–229). Cambridge, MA: MIT Press.Google Scholar
  5. Benavot, A., & Riddle, P. (1988). The expansion of primary education, 1870–1940: Trends and issues. Sociology of Education, 61(3), 191–210.CrossRefGoogle Scholar
  6. Bruns, B., Filmer, D., & Patrinos, H. A. (2011). Making schools work: New evidence on accountability reforms. Washington, DC: World Bank. Retrieved from https://openknowledge.worldbank.org/handle/10986/2270
  7. Carnoy, M. (1974). Education as cultural imperialism. New York: Longman.Google Scholar
  8. Chudgar, A. (2013). Teacher labor force and teacher education in India: An analysis of a recent policy change and its potential implications. In M. Akiba (Ed.), Teacher reforms around the world: Implementations and outcomes (Vol. 19 & pp. 55–76). Bingley, UK: Emerald Group Publishing Limited.Google Scholar
  9. Farrell, J. P. (1979). The necessity of comparisons in the study of education: The salience of science and the problem of comparability. Comparative Education Review, 23(1), 3–16.CrossRefGoogle Scholar
  10. Foster, P. (1977). Education and social differentiation in less developed countries. Comparative Education Review, 21(2/3), 211–229.CrossRefGoogle Scholar
  11. Gagnon, A., & Legault, E. (2015). Closing the primary teacher gap in Sub-Saharan Africa: How many teachers are needed, and how much would it cost? Prospects, 45, 391–406.CrossRefGoogle Scholar
  12. Goldhaber, D. D., Brewer, D. J., & Anderson, D. J. (1999). A three-way error components analysis of educational productivity. Education Economics, 7(3), 199–208.CrossRefGoogle Scholar
  13. Goldhaber, D. D., Lavery, L., & Theobald, R. (2015). Uneven playing field? Assessing the teacher quality gap between advantaged and disadvantaged students. Educational Researcher, 44(5), 293–307. doi: 10.3102/0013189X15592622.CrossRefGoogle Scholar
  14. Hanushek, E. A., & Rivkin, S. G. (2004). How to improve the supply of high-quality teachers. In D. Ravitch (Ed.), Brookings papers on education policy 2004 (pp. 7–44). Washington, DC: Brookings Institution Press.Google Scholar
  15. Lankford, H., Loeb, S., & Wyckoff, J. (2002). Teacher sorting and the plight of urban schools: A descriptive analysis. Educational Evaluation and Policy Analysis, 24(1), 37–62.CrossRefGoogle Scholar
  16. Luschei, T. F. (2012a). In search of good teachers: Patterns of teacher quality in two Mexican states. Comparative Education Review, 56(1), 69–97. Retrieved from http://www.jstor.org/stable/10.1086/661508
  17. Luschei, T. F., Chudgar, A., & Rew, J. W. (2013). Exploring differences in the distribution of teacher qualifications across Mexico and South Korea: Evidence from the Teaching and Learning International Survey. Teachers College Record, 115, 1–38. Retrieved from http://www.tcrecord.org/DefaultFiles/SendFileToPublic.asp?ft=pdf&FilePath=c:\WebSites\www_tcrecord_org_documents\38_16964.pdf&fid=38_16964&aid=2&RID=16964&pf=Content.asp?ContentID=16964
  18. Mkumbo, K. A. (2012). Teachers’ commitment to, and experiences of, the teaching profession in Tanzania: Findings of focus group research. International Education Studies, 5(3), 222–227.CrossRefGoogle Scholar
  19. Mulkeen, A., & Chen, D. (2008). Teachers for rural schools: Experiences in Lesotho, Malawi, Mozambique, Tanzania, and Uganda. Washington, DC: World Bank.Google Scholar
  20. Organization for Economic Cooperation and Development [OECD]. (2005). Teachers matter: Attracting, developing, and retaining effective teachers. Paris, France: OECD.Google Scholar
  21. Puryear, J. M., Santibañez, L., & Solano, A. (2011). Education in Mexico, a new vision for Mexico: Achieving prosperity for all. Washington, DC: The Centennial Group.Google Scholar
  22. Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools and academic achievement. Econometrica, 73(2), 417–458.CrossRefGoogle Scholar
  23. Sanders, W. L. (1998). Value-added assessment: A method for measuring the effects of the system, school and teacher on the reate of student academic progress. The School Administrator, 55(11), 24–27.Google Scholar
  24. Sutton, M. (1998). Girls’ educational access and attainment. In N. P. Stromquist (Ed.), Women in the Third World: An encyclopedia of contemporary issues (pp. 381–396). New York: Garland Publishing, Inc.Google Scholar
  25. UNESCO. (2010). Reaching the marginalized. Education for all Global Monitoring Report 2010. Paris, France: UNESCO.Google Scholar
  26. UNESCO. (2014a). EFA Global Monitoring Report 2013/4. Teaching and learning: Achieving quality for all. Paris, France: UNESCO.Google Scholar
  27. UNESCO. (2014b). The Muscat Agreement. Paris, France. Retrieved from http://unesdoc.unesco.org/images/0022/002281/228122e.pdf
  28. UNESCO. (2015a). EFA Global Monitoring Report 2015. Education For All 2000–2015: Achievements and challenges. Paris, France: UNESCO.Google Scholar
  29. UNESCO Institute for Statistics [UIS]. (2015). UIS.Stat. Retrieved from http://data.uis.unesco.org/#

Copyright information

© The Author(s) 2017

Authors and Affiliations

  1. 1.Claremont Graduate UniversityClaremontUSA
  2. 2.College of EducationMichigan State UniversityEast LansingUSA

Personalised recommendations