Journal ArticleDOI
Teacher training, teacher quality and student achievement
Douglas N. Harris,Tim R. Sass +1 more
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TLDR
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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Assessing School Turnarounds: Using an Integrative Framework to Identify Levers for Success
TL;DR: In this paper, Desimone et al. proposed an integrative framework that links Bryk and colleagues' five essential supports for school improvement and Porter's policy attribute theory to study the implementation and effectiveness of school turnaround efforts in the School District of Philadelphia.
DissertationDOI
Paths of Becoming: A Hermeneutic Phenomenological Inquiry Into Teacher Candidate Professional Self-Understanding
Abstract: ................................................................................................................................................... ii Acknowledgments................................................................................................................................ vi Dedication .............................................................................................................................................. vii Chapter 1: Introduction and Background..................................................................................... 1 1.1 My paths ........................................................................................................................................................ 1 1.2 Rationale and Scope of the Inquiry ..................................................................................................... 7 1.3 Research Aim and Objectives ............................................................................................................. 10 1.4 Overview of Study ................................................................................................................................... 11 Chapter 2: Literature Review .......................................................................................................... 13 2.1 Becoming ................................................................................................................................................... 13 2.1.1 Existentialism and Becoming ...................................................................................................................... 15 2.1.2 Becoming in education ................................................................................................................................... 20 2.1.3 Becoming a teacher ......................................................................................................................................... 25 2.2 Teacher Self-understanding ............................................................................................................... 30 2.2.1 Teacher Reflection ........................................................................................................................................... 31 2.2.2 Teacher Identity ............................................................................................................................................... 34 2.2.3 Teacher Self-study ........................................................................................................................................... 39 2.2.4 Authenticity in Teaching ............................................................................................................................... 42 2.3 Summary .................................................................................................................................................... 46 2.3.1 Epistemological and Axiological Position Statements ...................................................................... 47 2.3.2 Research Problem ............................................................................................................................................ 48 Chapter 3: Conceptual Framework ............................................................................................... 50 3.1 Professional Self-understanding ....................................................................................................... 50 3.1.1 Self-image ............................................................................................................................................................ 53 3.1.2 Task Perception ................................................................................................................................................ 56 3.1.3 Self-esteem ......................................................................................................................................................... 59 3.1.4 Motivation ........................................................................................................................................................... 62 3.1.5 Future Perspective .......................................................................................................................................... 65 Chapter 4: Methodology .................................................................................................................... 69 4.1 Hermeneutic Phenomenology ........................................................................................................... 69 4.1.1 Overview .............................................................................................................................................................. 70 4.1.2 Rigor in Hermeneutic Phenomenology ................................................................................................... 72 4.1.2.1 Philosophical coherence ............................................................................................................................................ 73 4.1.2.2 Address of historical context and temporality ................................................................................................ 75 4.1.2.3 The hermeneutic circle .............................................................................................................................................. 76 4.1.2.4 Aletheia and fecundity ................................................................................................................................................ 77 4.1.2.5 Resonance ........................................................................................................................................................................ 78 4.1.3 Process of Hermeneutic Phenomenology .............................................................................................. 81 4.1.3.1 Acknowledgement of subjectivities ...................................................................................................................... 82 4.1.3.2 Imaginative interpretive process .......................................................................................................................... 83 4.1.3.3 Rich description of lived experience .................................................................................................................... 85 4.1.3.4 Vocative presentation of understandings .......................................................................................................... 86 4.1.3.5 What came with me, what I left behind .............................................................................................................. 88
Journal ArticleDOI
Educational Impact Evaluation of Professional Development of In-Service Teachers: The Case of the Dialogic Pedagogical Gatherings at Valencia “On Giants’ Shoulders”
TL;DR: In this article, the authors evaluated the impact of teacher training on student improvement and provided indicators to identify those training programs that improve educational outcomes according to the United Nations Sustainable Development Goal number 4: quality education for all.
Posted Content
Pension-Induced Rigidities in the Labor Market for School Leaders
TL;DR: This paper examined how the mobility penalties of defined-benefit pension plans affect the labor market for school leaders and found that they greatly affect leadership flows across schools and that removing the border will increase leadership mobility between them by 97 to 163 percent.
The effectiveness of alternative routes to teacher certification
TL;DR: In this article, the effectiveness of alternative routes to teacher certification programs in three small rural school districts in South Carolina Public Schools was investigated, and the overall conclusion is that effective alternative certification programs for teacher recruitment and retention was identified to be effective in many school districts.
References
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Posted Content
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.
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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.