Abstract
It is a commonly held belief that the more you pay for something, the higher the of that item or service. This adage often is applied in everyday decision-making, such as which car to buy, lawyer to hire, or brand of VCR tape to purchase. Quality in each of these cases is equated with relative cost. Interestingly, this logic also has been the basis for many proposed and implemented solutions to the poor of classroom teachers. A major theme of educational reform in the 1980s emphasizes the need to improve the quality of the teaching workforce. Evidence of this emphasis is found in National reports, including the Carnegie Foundation's Conditions of Teaching (Feistristzer, 1983), the National Education Association's Excellence in Schools (National Education Association, 1982), the Holmes Group's Tomorrow's Teachers (Holmes Group, 1986), and the National Commission on Teacher Education's A Call for Change in Teacher Education (National Commission for Excellence in Teacher Education, 1985). All of these reports call for the recruitment of talented and committed young people into the profession and a restructuring of their professional education.
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