Related items
Showing items related by title, author, creator and subject.
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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.
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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.
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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.