Nigeria : Anambra Teachers
dc.contributor.author | World Bank | |
dc.date.accessioned | 2019-09-25T14:26:47Z | |
dc.date.available | 2019-09-25T14:26:47Z | |
dc.date.created | 2017-12-29 00:16 | |
dc.date.issued | 2014-04-07 | |
dc.identifier | oai:openknowledge.worldbank.org:10986/17674 | |
dc.identifier | http://hdl.handle.net/10986/17674 | |
dc.identifier.uri | http://hdl.handle.net/20.500.12424/302060 | |
dc.description.abstract | 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. | |
dc.language | English | |
dc.language | en_US | |
dc.language.iso | eng | |
dc.publisher | Washington, DC | |
dc.relation.ispartof | Systems Approach for Better Education
 Results (SABER) country report;2012 | |
dc.rights | CC BY 3.0 IGO | |
dc.subject | SCHOOL LEADERS | |
dc.subject | SUBJECT MATTER | |
dc.subject | LEADERSHIP | |
dc.subject | QUALITY OF TEACHERS | |
dc.subject | MIDDLE SCHOOL | |
dc.subject | LABOR MARKETS | |
dc.subject | STUDENTS PER TEACHER | |
dc.subject | ACCREDITATION | |
dc.subject | CLASSROOM TEACHING | |
dc.subject | TEACHER PERFORMANCE APPRAISAL | |
dc.subject | TEACHER UNIONS | |
dc.subject | TEACHER SALARIES | |
dc.subject | TEACHER KNOWLEDGE | |
dc.subject | SCHOOL INFRASTRUCTURE | |
dc.subject | SPECIAL LEARNING NEEDS | |
dc.subject | INSTRUCTION | |
dc.subject | INTERVENTIONS | |
dc.subject | QUALITY OF EDUCATION | |
dc.subject | CAREERS | |
dc.subject | SCHOOL TEACHER | |
dc.subject | LEARNING ACHIEVEMENT | |
dc.subject | DECENTRALIZATION OF EDUCATION | |
dc.subject | TRAINING PROGRAMS | |
dc.subject | LEARNING OUTCOMES | |
dc.subject | PRIMARY SCHOOL TEACHERS | |
dc.subject | SCHOOL QUALITY | |
dc.subject | TEACHING ASSIGNMENTS | |
dc.subject | BEGINNING TEACHERS | |
dc.subject | READING | |
dc.subject | SOCIAL SCIENCE | |
dc.subject | TEACHER EVALUATIONS | |
dc.subject | EDUCATION SYSTEM | |
dc.subject | SCHOOL LEVEL | |
dc.subject | SCHOOLING | |
dc.subject | LEARNING LEVELS | |
dc.subject | PRIMARY SCHOOL | |
dc.subject | EDUCATION REFORMS | |
dc.subject | LITERATURE | |
dc.subject | EDUCATION REFORM | |
dc.subject | TEACHER EDUCATION | |
dc.subject | STUDENT POPULATIONS | |
dc.subject | TEACHING STAFF | |
dc.subject | TEACHER TRAINING PROGRAMS | |
dc.subject | LEARNING | |
dc.subject | TEACHER HIRING | |
dc.subject | CLASSROOM PRACTICE | |
dc.subject | SANITATION | |
dc.subject | ACADEMIC ACHIEVEMENT | |
dc.subject | CLASSROOM MANAGEMENT | |
dc.subject | QUALITY TEACHERS | |
dc.subject | EDUCATION OUTCOMES | |
dc.subject | TEACHER EDUCATION REFORM | |
dc.subject | SCHOOL MANAGEMENT | |
dc.subject | NATIONAL UNIVERSITY | |
dc.subject | STUDENT TEACHERS | |
dc.subject | CURRICULUM | |
dc.subject | SCHOOLS | |
dc.subject | TEACHER SHORTAGE | |
dc.subject | NUMBER OF TEACHERS | |
dc.subject | TEACHING | |
dc.subject | EARLY GRADES | |
dc.subject | PRIMARY SCHOOL STUDENTS | |
dc.subject | GENDER DIFFERENCES | |
dc.subject | STUDENT PERFORMANCE | |
dc.subject | PROFESSIONAL DEVELOPMENT | |
dc.subject | TEACHER INCENTIVES | |
dc.subject | BUSINESS SCHOOL | |
dc.subject | HUMAN RESOURCES | |
dc.subject | TEACHING FORCE | |
dc.subject | STUDENT OUTCOMES | |
dc.subject | TENURE | |
dc.subject | GRADING | |
dc.subject | EDUCATIONAL EVALUATION | |
dc.subject | CLASSROOM EXPERIENCE | |
dc.subject | SCHOOL EXPERIENCE | |
dc.subject | RESEARCH REPORT | |
dc.subject | SCHOOL PRINCIPALS | |
dc.subject | EDUCATIONAL QUALITY | |
dc.subject | TEACHER EFFECTIVENESS | |
dc.subject | SERVICE TRAINING | |
dc.subject | NATIONAL ASSESSMENTS | |
dc.subject | TEACHER BEHAVIOR | |
dc.subject | PUBLIC SCHOOLING | |
dc.subject | PRIVATE SCHOOLS | |
dc.subject | EXAMS | |
dc.subject | ACHIEVEMENT TESTS | |
dc.subject | STUDENT POPULATION | |
dc.subject | EDUCATION QUALITY | |
dc.subject | TEACHER PERFORMANCE | |
dc.subject | PRESERVICE TEACHER TRAINING | |
dc.subject | TEACHER SUPPLY | |
dc.subject | SCHOOL YEAR | |
dc.subject | INCENTIVES FOR TEACHERS | |
dc.subject | EDUCATION SYSTEMS | |
dc.subject | DISADVANTAGED STUDENTS | |
dc.subject | TEACHER CERTIFICATION | |
dc.subject | WORKERS | |
dc.subject | TEACHER MANAGEMENT | |
dc.subject | EXPENDITURES | |
dc.subject | EDUCATIONAL ACHIEVEMENT | |
dc.subject | CAREER PATHS | |
dc.subject | MASTER TEACHERS | |
dc.subject | CLASSROOM | |
dc.subject | TEACHER TURNOVER | |
dc.subject | TEACHER DEVELOPMENT | |
dc.subject | YOUTH | |
dc.subject | SUBJECTS | |
dc.subject | EQUAL OPPORTUNITY | |
dc.subject | STUDENT LEARNING | |
dc.subject | SECONDARY SCHOOL TEACHERS | |
dc.subject | SECONDARY EDUCATION | |
dc.subject | SCHOOL HEADS | |
dc.subject | MATH TEACHERS | |
dc.subject | SECONDARY SCHOOL | |
dc.subject | EDUCATION POLICY | |
dc.subject | SCIENCE TEACHERS | |
dc.subject | SCHOOL AUTONOMY | |
dc.subject | BETTER TEACHERS | |
dc.subject | TEACHER EVALUATION | |
dc.subject | LET | |
dc.subject | LESSON PLANNING | |
dc.subject | SCHOOL PERFORMANCE | |
dc.subject | TEACHER TRAINING | |
dc.subject | SCHOOLING QUALITY | |
dc.subject | CURRICULA | |
dc.subject | URBAN SCHOOLS | |
dc.subject | TEACHER SUPPORT | |
dc.subject | LABOR FORCE | |
dc.subject | SCHOOL HOURS | |
dc.subject | STUDENT ACHIEVEMENT | |
dc.subject | CAREER OPPORTUNITIES | |
dc.subject | UNIVERSITY GRADUATES | |
dc.subject | TEACHER WORKFORCE | |
dc.subject | SCIENCE ACHIEVEMENT | |
dc.subject | SECONDARY SCHOOL TEACHER | |
dc.subject | TEACHING PERFORMANCE | |
dc.subject | EMPLOYMENT | |
dc.subject | PUBLIC SCHOOL | |
dc.subject | TEACHER PREPARATION | |
dc.subject | PEDAGOGY | |
dc.subject | EDUCATIONAL TESTING | |
dc.subject | ENTRY REQUIREMENTS | |
dc.subject | SPECIAL LEARNING | |
dc.subject | TEACHING QUALITY | |
dc.subject | TEACHER QUALIFICATIONS | |
dc.subject | ACHIEVEMENT DATA | |
dc.subject | EVALUATION OF EDUCATION | |
dc.subject | PAPERS | |
dc.subject | CLASS SIZE | |
dc.subject | PUPIL PERFORMANCE | |
dc.subject | CLASSROOMS | |
dc.subject | URBAN SCHOOL | |
dc.subject | NATIONAL CURRICULUM | |
dc.subject | ETHICS | |
dc.subject | EDUCATIONAL POLICY | |
dc.subject | TEACHING EXPERIENCE | |
dc.subject | EDUCATION SECTOR | |
dc.subject | HIGH SCHOOL | |
dc.subject | TEACHER QUALITY | |
dc.subject | CAREER | |
dc.subject | EDUCATIONAL RESEARCH | |
dc.subject | CERTIFIED TEACHERS | |
dc.subject | ECONOMICS OF EDUCATION | |
dc.subject | TEACHER PROFESSIONAL DEVELOPMENT | |
dc.subject | CLASSROOM INSTRUCTION | |
dc.subject | STUDENT LEARNING OUTCOMES | |
dc.subject | SCHOOL EFFECTS | |
dc.subject | SMALL SCHOOLS | |
dc.subject | SOCIAL SCIENCE RESEARCH | |
dc.subject | EFFECTIVE TEACHERS | |
dc.subject | TEACHER PAY | |
dc.subject | SCHOOL SYSTEMS | |
dc.subject | EDUCATORS | |
dc.subject | EDUCATIONAL OUTCOMES | |
dc.subject | SKILLED TEACHERS | |
dc.subject | TEACHER ORGANIZATIONS | |
dc.subject | TEXTBOOK | |
dc.subject | EDUCATIONAL PERFORMANCE | |
dc.subject | ACADEMIC PERFORMANCE | |
dc.subject | QUALIFIED TEACHERS | |
dc.subject | SCHOOL DISTRICT | |
dc.subject | EXPERIENCED TEACHERS | |
dc.subject | TEST SCORES | |
dc.subject | INSTRUCTIONAL TIME | |
dc.subject | SCHOOL EFFECTIVENESS | |
dc.subject | EDUCATION FINANCE | |
dc.subject | SCHOLASTIC ACHIEVEMENT | |
dc.subject | SECONDARY SCHOOL STUDENTS | |
dc.subject | STUDENT LEARNING ASSESSMENT | |
dc.subject | TEACHER | |
dc.subject | TEACHER ATTRITION | |
dc.subject | PUBLIC SCHOOLS | |
dc.subject | SCHOOL ADMINISTRATORS | |
dc.subject | TEACHER MOBILITY | |
dc.subject | EDUCATION ECONOMICS | |
dc.subject | SCHOOL OWNERS | |
dc.subject | HIGH SCHOOLS | |
dc.subject | CLASSROOM CHARACTERISTICS | |
dc.subject | TEACHER ABSENTEEISM | |
dc.subject | TEACHER RECRUITMENT | |
dc.subject | GRADUATION RATES | |
dc.subject | CLASS TIME | |
dc.subject | TEACHER SHORTAGES | |
dc.subject | HUMAN DEVELOPMENT | |
dc.subject | TEACHERS | |
dc.subject | BASIC SKILLS | |
dc.subject | EDUCATIONAL OUTPUT | |
dc.subject | DECENTRALIZATION | |
dc.subject | SCHOOL FINANCE | |
dc.title | Nigeria : Anambra Teachers | |
dc.type | Publications & Research :: Working Paper | |
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