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| LEADER |
03796cam a2200637Ia 4500 |
| 001 |
21209357 |
| 003 |
OCoLC |
| 005 |
20200907220549.0 |
| 007 |
he amb---bbua |
| 008 |
900313s1985 nju bb f000 0 eng d |
| 035 |
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|a (OCoLC)21209357
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| 040 |
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|a MST
|b eng
|c MST
|d OCL
|d OCLCQ
|d OCLCF
|d OCLCQ
|d OCLCO
|d OCLCQ
|d ZAPSP
|d WYU
|d OCLCQ
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| 043 |
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|a n-us---
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| 049 |
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|a COMA
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| 086 |
0 |
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|a ED 1. 310/ 2: 266118
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| 100 |
1 |
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|a Ekstrom, Ruth B.
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| 245 |
1 |
4 |
|a The teacher supply pipeline :
|b the view from four states /
|c Ruth B. Ekstrom, Margaret E. Goertz.
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| 264 |
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1 |
|a [Princeton, N.J.] :
|b [Educational Testing Service],
|c [1985]
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| 300 |
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|a 16 leaves ;
|c 28 cm.
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| 336 |
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|a text
|b txt
|2 rdacontent.
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| 337 |
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|a microform
|b h
|2 rdamedia.
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| 338 |
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|a microfiche
|b he
|2 rdacarrier.
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| 500 |
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|a Paper presented at the annual meeting of the American Educational Research Association (69th, Chicago, Ill., Mar. 31-Apr. 4, 1985).
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| 500 |
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|a "Grant from the National Institute of Education (NIE), U.S. Department of Education."
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| 500 |
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|a Distributed to depository libraries in microfiche.
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| 500 |
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|a "March 31, 1985."
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| 504 |
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|a Includes bibliographical references (leaf 16).
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| 520 |
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|a Factors that influence the design of state teacher policies and the impact of these policies on issues of coordination, equity, and teacher supply are examined. The structure and operation of policies in effect in four states--California, Colorado, Georgia, and Oklahoma--are described, and the factors that influence the design of these state policies are analyzed. While all four states each use some type of individual assessment as well as an approved program approach to screen teachers, the state policies showed a wide range of diversity. Various movements, such as the competency education movement, influenced the design of teacher assessment policies, with the major impetus differing for each state. Contextual factors also had a role in policy design, as did availability of funds to develop assessment instruments. One aspect similar to all of the states was that the policies were here to stay, regardless of the potential for low passage rates by minorities or graduates of certain schools of education. The paper concludes with implications of the teacher assessment policies and recommendations for the development of other such policies. (Cb).
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| 533 |
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|a Microfiche.
|b [Washington] :
|c Supt. Docs/GPO,
|d 1985.
|e 1 microfiche.
|7 s1985 dcun.
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| 650 |
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0 |
|a Teachers
|x Supply and demand
|z United States.
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| 650 |
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0 |
|a Education and state
|z United States.
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| 650 |
1 |
7 |
|a Policy Formation.
|2 ericd.
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| 650 |
1 |
7 |
|a State Standards.
|2 ericd.
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| 650 |
0 |
7 |
|a Teacher Certification.
|2 ericd.
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| 650 |
1 |
7 |
|a Teacher Employment.
|2 ericd.
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| 650 |
1 |
7 |
|a Teacher Evaluation.
|2 ericd.
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| 650 |
0 |
7 |
|a Teacher Selection.
|2 ericd.
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| 650 |
0 |
7 |
|a Teacher Supply and Demand.
|2 ericd.
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| 650 |
|
7 |
|a Education and state.
|2 fast.
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| 650 |
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7 |
|a Teachers
|x Supply and demand.
|2 fast.
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| 651 |
|
7 |
|a United States.
|2 fast.
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| 655 |
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7 |
|a Speeches/Meeting Papers.
|2 ericd.
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| 655 |
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7 |
|a Reports, Evaluative.
|2 ericd.
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| 655 |
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7 |
|a Information Analyses.
|2 ericd.
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| 700 |
1 |
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|a Goertz, Margaret E.
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| 710 |
2 |
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|a National Institute of Education (U.S.)
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| 856 |
4 |
1 |
|u https://eric.ed.gov/?id=ED266118
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| 907 |
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|a .b61673602
|b cug
|c -
|d 200907
|e 230210
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| 998 |
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|a cug
|b 200907
|c m
|d a
|e -
|f eng
|g nju
|h 4
|i 1
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| 948 |
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|a MARCIVE Overnight, in 2023.02
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| 948 |
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|a MARCIVE Over, 10/2020
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| 994 |
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|a C0
|b COM
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| 995 |
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|a Loaded with m2btab.ltiac in 2023.02
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| 995 |
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|a Loaded with m2btab.ltiac in 2020.10
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| 995 |
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|a Loaded with m2btab.b in 2020.09
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| 989 |
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|a ED 1.310/2:266118
|d cusgh
|e - -
|f - -
|g -
|h 0
|i 0
|j 67
|k 200907
|l $0.00
|m
|n - -
|o -
|p 0
|q 0
|t 0
|x 0
|1 .i132475248
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