Volltext herunterladen
(293.4 KB)
Zitationshinweis
Bitte beziehen Sie sich beim Zitieren dieses Dokumentes immer auf folgenden Persistent Identifier (PID):
https://nbn-resolving.org/urn:nbn:de:0168-ssoar-68726
Export für Ihre Literaturverwaltung
What can teachers do to raise pupil achievement?
[Arbeitspapier]
Körperschaftlicher Herausgeber
University of Cambridge, Faculty of Education, Research Consortium on Educational Outcomes and Poverty (RECOUP)
Abstract Improving weak teaching may be one of the most effective means of raising pupil achievement. However, teachers' classroom practices and the teaching 'process' may matter more to student learning than teachers' observed résumé characteristics (such as certification and experience).
There may also be ... mehr
Improving weak teaching may be one of the most effective means of raising pupil achievement. However, teachers' classroom practices and the teaching 'process' may matter more to student learning than teachers' observed résumé characteristics (such as certification and experience).
There may also be important differences in teacher characteristics across government and private schools which may help explain the large documented public-private achievement differences often found in studies. This paper delves into the black-box representing 'teaching' to uncover the teacher characteristics and teaching practices that matter most to pupil achievement. This is done using unique school-based data, collected in 2002-2003 from government and private schools from one district in Punjab province in Pakistan. The data allow exploitation of an identification strategy that permits the matching of students' test scores in language and mathematics to the characteristics of teachers that teach those subjects. Within pupil (across subject rather than across time) variation is used to examine whether the characteristics of different subject teachers are related to a students' mark across subjects. The data are also unique in asking all subject teachers questions pertaining to their teaching practices
and these, often unobserved, 'process' variables are included in achievement function estimates. Our pupil fixed-effects findings reveal that the standard résumé characteristics of teachers do not significantly matter to pupil achievement. Perversely, however, teachers are found to be rewarded for possessing these characteristics highlighting the highly inefficient nature of teacher pay schedules. Our findings also show that teaching 'process' variables matter significantly to student achievement. There are important differences across school-types.... weniger
Thesaurusschlagwörter
Schulart; öffentliche Einrichtung; Schule; Qualität; Privatschule; Lehrer; Schüler; Pakistan; Schulleistung
Klassifikation
Unterricht, Didaktik
Makroebene des Bildungswesens
Methode
empirisch
Freie Schlagwörter
teacher characteristics; pupil fixed-effects achievement; government and private schools
Sprache Dokument
Englisch
Publikationsjahr
2008
Erscheinungsort
Cambridge
Seitenangabe
34 S.
Schriftenreihe
RECOUP Working Papers, 19
Status
Veröffentlichungsversion; begutachtet
Lizenz
Creative Commons - Namensnennung, Nicht kommerz., Keine Bearbeitung