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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Journal ArticleDOI
Bootstrap-Based Improvements for Inference with Clustered Errors
TL;DR: In this article, the authors investigate inference using cluster bootstrap-t procedures that provide asymptotic refinement, including the example of Bertrand, Duflo, and Mullainathan.
Posted Content
Teacher Preparation and Student Achievement
TL;DR: In this article, the effects of features of teachers' preparation on teachers' value-added to student test score performance in math and English Language Arts were investigated. And they found that preparation directly linked to practice appears to benefit teachers in their first year.
Journal ArticleDOI
Experimenting With Teacher Professional Development: Motives and Methods
TL;DR: A strong base of research is needed to guide investments in teacher professional development (PD) and articulates a particular direction for future work as mentioned in this paper. But little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers.
Journal ArticleDOI
The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence:
TL;DR: Teacher coaching has emerged as a promising alternative to traditional models of professional development as discussed by the authors, and the empirical literature on teacher coaching and conduct meta-analyses to estimate the effectiveness of teacher coaching.
References
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Teacher characteristics and student achievement: evidence from teacher surveys
TL;DR: This paper used teacher survey data to investigate teacher characteristics that are not usually available in administrative data, as well as more readily available attributes such as experience and education, suggesting a potentially important role for teachers and peers.
Posted Content
What Does Certification Tell Us About Teacher Effectiveness? Evidence from New York City
Thomas J. Kane,Thomas J. Kane,Jonah E. Rockoff,Jonah E. Rockoff,Douglas O. Staiger,Douglas O. Staiger +5 more
TL;DR: In this paper, the authors used six years of data on student test performance to evaluate the effectiveness of certified, uncertified, and alternatively certified teachers in the New York City public schools.
ReportDOI
Principals as Agents: Subjective Performance Measurement in Education
Brian A. Jacob,Lars Lefgren +1 more
TL;DR: In this paper, the authors compare subjective principal assessments of teachers to the traditional determinants of teacher compensation, education and experience, and another potential compensation mechanism -- value-added measures of teacher effectiveness based on student achievement gains.
Journal ArticleDOI
Teacher characteristics and student achievement: evidence from teacher surveys
TL;DR: This article used teacher survey data to investigate teacher characteristics that are not usually available in administrative data, as well as more readily available attributes such as experience and education, suggesting a potentially important role for teachers and peers.
Journal ArticleDOI
Value Added to What? How a Ceiling in the Testing Instrument Influences Value-Added Estimation
Cory Koedel,Julian R. Betts +1 more
TL;DR: In this article, the sensitivity of value added to test score ceiling effects is examined and it is shown that teachers' value-added measures of teacher quality may be sensitive to the quantitative properties of the student tests upon which they are based.