Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/18844
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dc.contributor.authorVlaardingerbroek, Barenden
dc.contributor.authorTaylor, Neilen
local.source.editorEditor(s): Barend Vlaardingerbroek and Neil Tayloren
dc.date.accessioned2016-04-07T12:17:00Z
dc.date.issued2016en
dc.identifier.citationTeacher Quality in Upper Secondary Science Education: International Perspectives, p. 267-273en
dc.identifier.isbn9781137490889en
dc.identifier.urihttps://hdl.handle.net/1959.11/18844en
dc.description.abstractRecognition of the importance of upper secondary science education as a human capital development activity appears to be widespread across the countries featured in this book. Ironically, this awareness seems to be the least pronounced in some of the more affluent nations, where access to upper secondary schooling is near universal (there being little or no prospect of employment for unskilled youths) and where post-primary schooling tends to occur under the same institutional roof. In such systems, it is difficult to speak of "upper secondary teachers" as a discrete professional set because all teachers are expected to service the full range of post-primary grades. The importance of the upper secondary years is also lessened by the weakening of external examination systems that control the flow of students into the tertiary education sector. Systems with distinct, restricted-access upper secondary school tiers culminating in high-stakes external examinations that determine students' subsequent fates tend to be those systems where the profile of the upper secondary science teacher as a key professional is, or should be, at its peak.en
dc.languageenen
dc.publisherPalgrave Macmillanen
dc.relation.ispartofTeacher Quality in Upper Secondary Science Education: International Perspectivesen
dc.relation.isversionof1en
dc.titleBanking on Quality Upper Secondary Science Teachers: An Investment Guideen
dc.typeBook Chapteren
dc.subject.keywordsComparative and Cross-Cultural Educationen
dc.subject.keywordsTeacher Education and Professional Development of Educatorsen
dc.subject.keywordsSecondary Educationen
local.contributor.firstnameBarenden
local.contributor.firstnameNeilen
local.subject.for2008130313 Teacher Education and Professional Development of Educatorsen
local.subject.for2008130106 Secondary Educationen
local.subject.for2008130302 Comparative and Cross-Cultural Educationen
local.subject.seo20089304 School/Institutionen
local.subject.seo2008930202 Teacher and Instructor Developmenten
local.profile.schoolSchool of Educationen
local.profile.emailntaylor6@une.edu.auen
local.output.categoryB1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20160329-151512en
local.publisher.placeNew York, United States of Americaen
local.identifier.totalchapters23en
local.format.startpage267en
local.format.endpage273en
local.title.subtitleAn Investment Guideen
local.contributor.lastnameVlaardingerbroeken
local.contributor.lastnameTayloren
dc.identifier.staffune-id:ntaylor6en
local.profile.orcid0000-0001-8438-319Xen
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:19044en
dc.identifier.academiclevelAcademicen
local.title.maintitleBanking on Quality Upper Secondary Science Teachersen
local.output.categorydescriptionB1 Chapter in a Scholarly Booken
local.relation.urlhttp://trove.nla.gov.au/version/221074897en
local.description.statisticsepubsVisitors: 222<br />Views: 372<br />Downloads: 7en
local.search.authorVlaardingerbroek, Barenden
local.search.authorTaylor, Neilen
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