Author(s)
World BankKeywords
SCHOOL LEADERSSUBJECT MATTER
LEADERSHIP
QUALITY OF TEACHERS
MIDDLE SCHOOL
LABOR MARKETS
STUDENTS PER TEACHER
ACCREDITATION
CLASSROOM TEACHING
TEACHER PERFORMANCE APPRAISAL
TEACHER UNIONS
TEACHER SALARIES
TEACHER KNOWLEDGE
SCHOOL INFRASTRUCTURE
SPECIAL LEARNING NEEDS
INSTRUCTION
INTERVENTIONS
QUALITY OF EDUCATION
CAREERS
SCHOOL TEACHER
LEARNING ACHIEVEMENT
DECENTRALIZATION OF EDUCATION
TRAINING PROGRAMS
LEARNING OUTCOMES
PRIMARY SCHOOL TEACHERS
SCHOOL QUALITY
TEACHING ASSIGNMENTS
BEGINNING TEACHERS
READING
SOCIAL SCIENCE
TEACHER EVALUATIONS
EDUCATION SYSTEM
SCHOOL LEVEL
SCHOOLING
LEARNING LEVELS
PRIMARY SCHOOL
EDUCATION REFORMS
LITERATURE
EDUCATION REFORM
TEACHER EDUCATION
STUDENT POPULATIONS
TEACHING STAFF
TEACHER TRAINING PROGRAMS
LEARNING
TEACHER HIRING
CLASSROOM PRACTICE
SANITATION
ACADEMIC ACHIEVEMENT
CLASSROOM MANAGEMENT
QUALITY TEACHERS
EDUCATION OUTCOMES
TEACHER EDUCATION REFORM
SCHOOL MANAGEMENT
NATIONAL UNIVERSITY
STUDENT TEACHERS
CURRICULUM
SCHOOLS
TEACHER SHORTAGE
NUMBER OF TEACHERS
TEACHING
EARLY GRADES
PRIMARY SCHOOL STUDENTS
GENDER DIFFERENCES
STUDENT PERFORMANCE
PROFESSIONAL DEVELOPMENT
TEACHER INCENTIVES
BUSINESS SCHOOL
HUMAN RESOURCES
TEACHING FORCE
STUDENT OUTCOMES
TENURE
GRADING
EDUCATIONAL EVALUATION
CLASSROOM EXPERIENCE
SCHOOL EXPERIENCE
RESEARCH REPORT
SCHOOL PRINCIPALS
EDUCATIONAL QUALITY
TEACHER EFFECTIVENESS
SERVICE TRAINING
NATIONAL ASSESSMENTS
TEACHER BEHAVIOR
PUBLIC SCHOOLING
PRIVATE SCHOOLS
EXAMS
ACHIEVEMENT TESTS
STUDENT POPULATION
EDUCATION QUALITY
TEACHER PERFORMANCE
PRESERVICE TEACHER TRAINING
TEACHER SUPPLY
SCHOOL YEAR
INCENTIVES FOR TEACHERS
EDUCATION SYSTEMS
DISADVANTAGED STUDENTS
TEACHER CERTIFICATION
WORKERS
TEACHER MANAGEMENT
EXPENDITURES
EDUCATIONAL ACHIEVEMENT
CAREER PATHS
MASTER TEACHERS
CLASSROOM
TEACHER TURNOVER
TEACHER DEVELOPMENT
YOUTH
SUBJECTS
EQUAL OPPORTUNITY
STUDENT LEARNING
SECONDARY SCHOOL TEACHERS
SECONDARY EDUCATION
SCHOOL HEADS
MATH TEACHERS
SECONDARY SCHOOL
EDUCATION POLICY
SCIENCE TEACHERS
SCHOOL AUTONOMY
BETTER TEACHERS
TEACHER EVALUATION
LET
LESSON PLANNING
SCHOOL PERFORMANCE
TEACHER TRAINING
SCHOOLING QUALITY
CURRICULA
URBAN SCHOOLS
TEACHER SUPPORT
LABOR FORCE
SCHOOL HOURS
STUDENT ACHIEVEMENT
CAREER OPPORTUNITIES
UNIVERSITY GRADUATES
TEACHER WORKFORCE
SCIENCE ACHIEVEMENT
SECONDARY SCHOOL TEACHER
TEACHING PERFORMANCE
EMPLOYMENT
PUBLIC SCHOOL
TEACHER PREPARATION
PEDAGOGY
EDUCATIONAL TESTING
ENTRY REQUIREMENTS
SPECIAL LEARNING
TEACHING QUALITY
TEACHER QUALIFICATIONS
ACHIEVEMENT DATA
EVALUATION OF EDUCATION
PAPERS
CLASS SIZE
PUPIL PERFORMANCE
CLASSROOMS
URBAN SCHOOL
NATIONAL CURRICULUM
ETHICS
EDUCATIONAL POLICY
TEACHING EXPERIENCE
EDUCATION SECTOR
HIGH SCHOOL
TEACHER QUALITY
CAREER
EDUCATIONAL RESEARCH
CERTIFIED TEACHERS
ECONOMICS OF EDUCATION
TEACHER PROFESSIONAL DEVELOPMENT
CLASSROOM INSTRUCTION
STUDENT LEARNING OUTCOMES
SCHOOL EFFECTS
SMALL SCHOOLS
SOCIAL SCIENCE RESEARCH
EFFECTIVE TEACHERS
TEACHER PAY
SCHOOL SYSTEMS
EDUCATORS
EDUCATIONAL OUTCOMES
SKILLED TEACHERS
TEACHER ORGANIZATIONS
TEXTBOOK
EDUCATIONAL PERFORMANCE
ACADEMIC PERFORMANCE
QUALIFIED TEACHERS
SCHOOL DISTRICT
EXPERIENCED TEACHERS
TEST SCORES
INSTRUCTIONAL TIME
SCHOOL EFFECTIVENESS
EDUCATION FINANCE
SCHOLASTIC ACHIEVEMENT
SECONDARY SCHOOL STUDENTS
STUDENT LEARNING ASSESSMENT
TEACHER
TEACHER ATTRITION
PUBLIC SCHOOLS
SCHOOL ADMINISTRATORS
TEACHER MOBILITY
EDUCATION ECONOMICS
SCHOOL OWNERS
HIGH SCHOOLS
CLASSROOM CHARACTERISTICS
TEACHER ABSENTEEISM
TEACHER RECRUITMENT
GRADUATION RATES
CLASS TIME
TEACHER SHORTAGES
HUMAN DEVELOPMENT
TEACHERS
BASIC SKILLS
EDUCATIONAL OUTPUT
DECENTRALIZATION
SCHOOL FINANCE
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Mostrar registro completoOnline Access
http://hdl.handle.net/10986/17674Abstract
Research suggests that teacher quality
 is the main school-based predictor of student achievement
 and that several consecutive years of outstanding teaching
 can offset the learning deficits of disadvantaged students
 (Hanushek and Rivkin, 2006; Nye et al, 2004; Park and
 Hannum, 2001; Rivkin et al, 2005; Rockoff, 2004; Sanders,
 1998; Sanders and Rivers 1996; and Vignoles et al, 2000).
 However, it is not yet clear exactly which teacher policies
 can raise teacher effectiveness (Goldhaber, 2002 and Rivkin
 et al, 2005). Thus, devising effective policies to improve
 teaching quality remains a challenge. The eight policy goals
 includes the following headings: setting clear expectations
 for teachers; attracting the best into teaching; preparing
 teachers with useful training and experience; matching
 teachers' skills with students' needs; leading
 teachers with strong principals; monitoring teaching and
 learning; supporting teachers to improve instruction; and
 motivating teachers to perform.Date
2014-04-07Type
Publications & Research :: Working PaperIdentifier
oai:openknowledge.worldbank.org:10986/17674http://hdl.handle.net/10986/17674
Copyright/License
CC BY 3.0 IGOItens relacionados
Apresentado os itens relacionados pelo título, autor e assunto.
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Inside Indonesia's Mathematics Classrooms : A TIMSS Video Study of Teaching Practices and Student AchievementWorld Bank (World Bank, 2012-03-19)The following report is the first of a
 two-stage video study to examine teaching practices and
 activities in Indonesian classrooms. The first stage is
 linked to results of the 2007 Trends in International
 Mathematics and Science Study (TIMSS) where 100 of the 150
 classes that participated in the TIMSS examination also
 participated in this additional video study component. The
 second stage will also involve 100 classes that will
 participate in the 2011 exam. The second phase will follow
 the same methodology, allowing for comparison across years,
 but will also involve more in-depth analysis of the links
 between teaching practices and student outcomes and how
 teaching practices are influenced by teachers' belief
 systems and subject content knowledge. Indonesia has been a
 committed participant in the TIMSS, Program for
 International Student Assessment (PISA) and the Progress in
 International Reading Literacy Study (PIRLS) international
 standardized student examinations for many years and is one
 of the few non-OECD (Organization for Economic Cooperation
 and Development) countries to participate so fully.
 Indonesian student performance in these examinations has
 been relatively low, even when taking socio-economic levels
 into account. For example, for mathematics Indonesia ranked
 36th out of 48 participating countries in TIMSS 2007, and
 its score of 397 was more than one standard deviation below
 the international average (Mullis et al, 2008). The results
 have been useful in providing an indication of
 Indonesia's relative standing in student achievement
 and its progress over time, but the real challenge is to
 take the next step and translate the results into an
 understanding of the factors leading to the test scores and
 what might be done to enhance student achievement in Indonesia.
-
Private Non-State Sector Engagement in the Provision of Educational Services at the Primary and Secondary Levels in South Asia : An Analytical Review of Its Role in School Enrollment and Student AchievementDahal, Mahesh; Nguyen, Quynh (World Bank, Washington, DC, 2014-06)Private (non-state) sector engagement in
 the provision of educational services at the primary and
 secondary levels in South Asia has recently undergone
 remarkable growth. This type of education comes in various
 forms, such as schools financed and managed by the private
 sector, schools financed by the government and managed by
 the private sector, private school vouchers, and tutoring
 outside the classroom. According to recent household survey
 data, almost one-third of school-goers aged 6 to 18 years in
 South Asia go to private schools, with a high concentration
 in Bangladesh, India, Nepal, and Pakistan. Data for India,
 Nepal, and Pakistan show that on average, private schools
 perform at least as well as government schools on student
 test scores, after controlling for socioeconomic factors,
 and they do so at significantly lower costs to society.
 However, student achievement varies greatly across schools
 of each type, with many weak private schools as well as
 strong government schools. Substantial, albeit indirect,
 evidence points to teacher behavior and accountability as an
 important driver of the effectiveness of private schools. In
 the long run, however, many factors may play important roles
 in sustaining the private sector's advantage. Another
 risk is that overall poor quality in a large government
 sector may set a low benchmark for the private sector. The
 findings cast doubt on the effectiveness of government
 regulations for private schools, given weak institutional
 capacity. Public-private partnerships with effective
 accountability mechanisms could leverage both equity and
 efficiency. Finally, it appears important to understand and
 customize teaching to the child's individual level.
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Nigeria : Ekiti TeachersWorld Bank (Washington, DC, 2014-04-07)Research suggests that teacher quality
 is the main school-based predictor of student achievement
 and that several consecutive years of outstanding teaching
 can offset the learning deficits of disadvantaged students
 (Hanushek and Rivkin, 2006; Nye et al, 2004; Park and
 Hannum, 2001; Rivkin et al, 2005; Rockoff, 2004; Sanders,
 1998; Sanders and Rivers 1996; and Vignoles et al, 2000).
 However, it is not yet clear exactly which teacher policies
 can raise teacher effectiveness (Goldhaber, 2002 and Rivkin
 et al, 2005). Thus, devising effective policies to improve
 teaching quality remains a challenge. There is increasing
 interest across the globe to attract, retain, develop and
 motivate great teachers. While the World Bank has ample
 experience in supporting teacher policy reforms in
 developing countries, until recently there was no systematic
 effort to offer data and analysis that can provide policy
 guidance on teacher policies. The focus of the initiative is
 the design of teacher policies as opposed to their
 implementation on the ground. A number of complementary
 activities will be looking at implementation in a sample of
 countries as this will involve a different methodological
 approach and will require more financial and human resources.