Journal ArticleDOI
Teacher training, teacher quality and student achievement
Douglas N. Harris,Tim R. Sass +1 more
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In this article, the effects of various types of education and training on the productivity of teachers in promoting student achievement were studied. But they did not find a consistent relationship between formal professional development training and teacher productivity, and they found no evidence that teachers' pre-service training or college entrance exam scores are related to productivity.About:
This article is published in Journal of Public Economics.The article was published on 2011-08-01. It has received 1263 citations till now. The article focuses on the topics: Professional development.read more
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Dissertation
Factors Influencing Improved Student Achievement In Virginia
TL;DR: In this article, the authors examined factors traditionally seen to influence student achievement and the effects of those factors in the No Child Left Behind (NCLB) era in the state of Virginia.
Journal ArticleDOI
Do Educator Performance Incentives Help Students? Evidence from the Teacher Incentive Fund National Evaluation
Cecilia Speroni,Alison Wellington,Paul Burkander,Hanley Chiang,Mariesa Herrmann,Kristin Hallgren +5 more
TL;DR: In this paper, the authors present findings from a national experimental evaluation of performance bonuses funded by the Teacher Incentive Fund grant program, and find no robust evidence of positive impact.
Journal ArticleDOI
Do Environmental Education School Coordinators Have a Mission
Petra Šimonová,Jan Činčera +1 more
TL;DR: In this article, the authors examined a group of Czech environmental education school coordinators and found that the coordinators view their work as a mission, and the ultimate goal of this mission is to change the children's behavior to make it more pro-environmental, and, at the same time, to establish this effort as a commitment of the whole school.
Dissertation
AN ANALYSIS of PERSON-RELATED, ENVIRONMENT-RELATED, and SCHOOL CONTEXTUAL FACTORS ASSOCIATED with a BEHAVIOR-RELATED FACTOR of TEACHER VICTIMIZATION by STUDENTS
Abstract: The problem of teacher victimization by students (TVS) was investigated in this study. The theoretical approach employed was rooted in Bandura’s Social Cognitive Theory (SCT) which involves Triadic Reciprocal Determinism among elements of Behavior, Person, and Environment. The two main purposes of this study were (a) to find out if selected survey items supported factor constructs of Behavior, Person, and Environment and (b) to determine if person-related, environment-related, and school contextual factors predicted a behavior-related factor. In the current study, the behaviorrelated factor was TVS. The person-related factor was named Student Academic Orientation. The environment-related factor, which measured Limitations on schools’ efforts to reduce or prevent crime within their buildings, was composed of four factors which were named Lack of Support, Fear, Lack of Resources, and External Policies on Disciplining Students. Additionally, the three school contextual factors included in the final analysis were Level of Instruction, Size (as measured by student enrollment), and Locale (urbanicity). Data were analyzed from a sample of 2,560 principals who completed the School Survey on Crime and Safety (SSOCS 2008). Frequencies of TVS in over 80,000 U.S. public schools were estimated. Measurement as well as structural models were employed to test the study’s five hypotheses. In the measurement models, selected survey items successfully loaded onto their three respective factor constructs; thus, support was found for the first set of hypotheses. Regarding the structural models, Hypothesis Two was supported; greater Student Academic Orientation significantly predicted, with a small
Journal Article
Not a Moment to Lose: Mentoring Teacher Candidates for New Cultures and Climate
TL;DR: Hayden et al. as mentioned in this paper explored mentoring support provided to pre-service, or novice, teachers in a K12 reading clinic at a state research university, where more than half the children who attend are English Language Learners.
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Teachers, Schools, and Academic Achievement
Eric A. Hanushek,Eric A. Hanushek,Eric A. Hanushek,John F. Kain,Steven G. Rivkin,Steven G. Rivkin +5 more
TL;DR: The authors disentangles the separate factors influencing achievement with special attention given to the role of teacher differences and other aspects of schools, and estimates educational production functions based on models of achievement growth with individual fixed effects.
Posted Content
The Economics of Schooling: Production and Efficiency in Public Schools.
TL;DR: In this article, the authors point out that public and professional interest in education is likely to be short-lived, doomed to dissipate as frustration over the inability of policy to improve school practice sets in.
Journal ArticleDOI
Teachers, Schools, and Academic Achievement
TL;DR: In this article, the authors disentangle the impact of schools and teachers in influencing achievement with special attention given to the potential problems of omitted or mismeasured variables and of student and school selection.
Journal ArticleDOI
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement:
TL;DR: It is found that teachers’ mathematical knowledge was significantly related to student achievement gains in both first and third grades after controlling for key student- and teacher-level covariates.
Journal ArticleDOI
Robust Inference with Multi-way Clustering
TL;DR: The authors proposed a variance estimator for the OLS estimator as well as for nonlinear estimators such as logit, probit, and GMM that enables cluster-robust inference when there is two-way or multiway clustering that is nonnested.