Event Type: Conference Workshop
Event Theme: Evidence-based Practice
Speaker: Prof. Thomas F. Luschei (Professor of School of Educational Studies, Claremont Graduate University, California, United States)
Date: 23 Oct 2019 (Wednesday)
Time: 7:00pm - 8:30pm
Venue: RLB502, Research Complex, HKSYU
1) Refreshment will be provided.
2) Free Admission.
3) Registration is not compulsory but recommended for seat-reservation and news update.
Educational researchers and policy makers agree that improving teacher quality is one of the most effective ways to promote student success, increase school quality, and stimulate national economic growth. Yet opinions on how to do so vary greatly. Strategies offered to promote teacher quality range from increasing teachers’ educational attainment and salaries to reducing teacher credentialing requirements. These diverse opinions on how to increase teacher quality stem from different conceptions of what makes for a good teacher, whether and how teachers respond to incentives, and the role and status of teachers in society. In this workshop, participants will confront and discuss several foundational questions and assumptions related to the improvement of teacher quality. Through a formal presentation and small-group discussion, participants will then examine these questions in light of recent empirical evidence related to the improvement of teacher quality. After considering conceptual arguments, empirical evidence, and implications for policy and practice, participants will develop and articulate their own evidence-based suggestions for improving teacher quality.
Thomas F. Luschei is a Professor of Education at Claremont Graduate University. He holds an MA in Economics and a PhD in International Comparative Education from Stanford University. The primary focus of his research is the impact and availability of educational resources–particularly high-quality teachers–among marginalized children and youth. He is the author (with Amita Chudgar) of Teacher distribution in developing countries: Teachers of marginalized students in India, Mexico, and Tanzania, as well as many peer-reviewed articles, monographs, and book chapters. Since 2017, he has served as an associate editor for the International Journal of Educational Development.