Teachers
Bibliographic Data
| ID | 7077376 |
|---|---|
| Authors | Kristin Gordon (corresponding author) |
| Year | 2007 |
| Publication date | 2007-02-15 |
| Open Access | Yes |
| Type | OTHER |
| Venue | The Blackwell Encyclopedia of Sociology (JOURNAL) |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/9781405165518.wbeost007 |
| OpenAlex | W4235934994 |
| ISBN | 9781405165518 |
| Language | EN |
| References cited | 3 |
With over 3 million teachers working in the US public school system, teaching attracts considerable attention from sociologists. Many issues have been explored. Dominating the field are questions concerning teachers’ roles, quality, professional status, training, gender composition, pay, staffing, and placement. Teachers play multiple roles in the educational process. First, teachers impart academic skills and knowledge (human capital). Second, teachers socialize children in the lifestyles, values, and cultures of society (cultural capital). The importance of the academic, social, and cultural dimensions of this work for children raises one of the foremost questions in research on teachers: Does teacher quality matter? Early research studying the impact of teacher credentials and experience largely indicated that teacher quality did not consistently relate to student achievement. More recent exploration reveals that teacher preparation, particularly subject‐matter knowledge, does positively impact student achievement
Cultural capital · Curriculum · Economic growth · Human capital · Mathematics education · Pedagogy · Political science · Quality (philosophy · Quality (philosophy) · School teachers · Social science · Sociology · Staffing · Subject matter · Teacher Quality · Parental Involvement in Education · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
| Highly cited | No |
|---|