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In the field of education it has been assumed that raising the educational level of teachers is directly related to the improvement of pupil achievement. Metzner, in the October issue of Phi Delta Kappan~ discredits this assumption when he points out that, "Regardless of what criteria are used, the irrelevance of the amount of teacher training to teaching success becomes increasingly evident the more one consults the pertinent research." In substantiating this statement he cites seventeen apparently well-designed and controlled investigations.

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