Related items
Showing items related by title, author, creator and subject.
-
Nigeria : Anambra TeachersResearch 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.
-
Nigeria : Bauchi TeachersResearch 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.
-
Nigeria : Ekiti TeachersResearch 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.