Do teacher characteristics matter? New results on the effects of teacher preparation on student achievement

被引：65

作者：

Kukla-Acevedo, Sharon ^{[1
]}

机构：

[1] Univ Kentucky, Martin Sch Publ Policy & Adm, Lexington, KY 40506 USA

来源：

ECONOMICS OF EDUCATION REVIEW | 2009年 / 28卷 / 01期

关键词：

Resource allocation; Teacher preparation; SCHOOLS; IMPACT;

D O I：

10.1016/j.econedurev.2007.10.007

中图分类号：

F [经济];

学科分类号：

02 ;

摘要：

Research fairly consistently demonstrates that teachers are an important measurable factor in student learning, yet few teacher characteristics are shown to be consistently related to student achievement. Using a state administrative dataset that matches individual students to their teachers over time, I find that math teachers' undergraduate performance, as measured by GPA (overall, math, and math education) and course hours (math and math education), is predictive of 5th grade math achievement. The effects of the teacher characteristics are mediated by years of experience and vary according to student types. (C) 2008 Elsevier Ltd. All rights reserved.

引用

页码：49 / 57

页数：9

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