Teacher qualifications and student achievement in urban elementary schools

Teacher quality is a key element of student academic success, but few specific teacher characteristics influence classroom outcomes. This research examines whether teacher licensure test scores and other teacher attributes affect elementary student achievement. The results are based on longitudinal student-level data from Los Angeles. California requires three types of teacher licensure tests as part of the teacher certification process; a general knowledge test, a subject area test (single subject for secondary teachers and multiple subject for elementary teachers), and a reading pedagogy test for elementary school teachers. The student achievement analysis uses a value-added approach that adjusts for both student and teacher fixed effects. The results show large differences in teacher quality across the school district, but measured teacher characteristics explain little of the difference. Teacher licensure test scores are unrelated to teacher success in the classroom. Similarly, student achievement is unaffected by whether classroom teachers have advanced degrees. Student achievement increases with teacher experience, but the linkage is weak and largely reflects poor outcomes for teachers during their first year or two in the classroom.     

The use of Monte Carlo techniques for determining optimal size of substitute teacher pools in large urban school districts

Providing substitute teachers in large school districts usually requires both an extensive organizational structure to coordinate substitute teacher demands with available supply and a large operating budget. In addition, the temporary nature of the substitute teacher position tends to preclude their effective integrating into regular school district inservice programs. The replacement of present substitute teacher procurement practices by a permanent pool of substitute teachers has been suggested as one possible method for improving substitute teacher quality and morale as well as reducing school district cost. This study demonstrates how Monte Carlo techniques might be utilized to determine the optimal size for a substitute teacher pool in a given district where optimal size is defined as (1) the size required to minimize cost to the district, (2) the size required to maintain present substitute teacher service levels in the district, and (3) the size needed to financially break even with the current substitute teacher program. Both uniform and non-uniform by day in the school week substitute teacher pool sizes were calculated for a school district using this technique. The results of the study strongly suggest that not only might permanent substitute teacher pools result in their better integration into regular school district programs, but substantial cost savings might also result.     

高校新生班导师工作的心得体会

本文通过班导师工作的实践得出高校新生班导师工作心得体会如下:班导师应帮助新生适应大学生活、树立班导师威信、发挥"自己人"效应,与辅导员密切配合,"因材施教",最终把班导师工作做好。     

Teacher Quality and Student Achievement: Evidence from a Sample of Dutch Twins

This paper examines the causal link that runs from classroom quality to student achievement using data on twin pairs who entered the same school but were allocated to different classrooms in an exogenous way. In particular, we apply twin fixed‐effects estimation to assess the effect of teacher quality on student test scores from second through eighth grade of primary education, arguing that a change in teacher quality is probably the most important classroom intervention within a twin context. In a series of estimations using measurable teacher characteristics, we find that (a) the test performance of all students improves with teacher experience; (b) teacher experience also matters for student performance after the initial years in the profession; (c) the teacher experience effect is most prominent in earlier grades; (d) the teacher experience effects are robust to the inclusion of other classroom quality measures, such as peer group composition and class size; and (e) an increase in teacher experience also matters for career stages with less labor market mobility, which suggests positive returns to on‐the‐job learning of teachers. Copyright © 2016 John Wiley & Sons, Ltd.     

浅析班级管理“以教育为根本,以学生为主体”的内涵

有人说一个好的班主任应该像母亲一样细心爱护每一个学生;应该像父亲一样严格要求学生;应该像知心朋友一样热心帮助学生。我认为这种说法十分贴切,我决心要当学生们的慈母、严父和挚友。我已经不是第一次当班主任,有一定的经验了。本文根据我做班主任工作的经验探讨了班主任工作理念。     

Teacher quality and dropout outcomes in a large,urban school district

Recent research shows that variation in teacher quality has large effects on student performance. However, this research is based entirely on student test scores. Focusing on high-school math teachers, this paper evaluates teacher quality in terms of another educational outcome of great interest—graduation. I use a unique instrumental variables approach to identify teacher effects and find that differences in teacher quality have large effects on graduation outcomes. Because teacher effects on graduation outcomes will be more pronounced for students who are on the graduation margin, the results imply an avenue through which high-quality teachers are more productive with disadvantaged students.     

Teacher quality and dropout outcomes in a large, urban school district

Recent research shows that variation in teacher quality has large effects on student performance. However, this research is based entirely on student test scores. Focusing on high-school math teachers, this paper evaluates teacher quality in terms of another educational outcome of great interest—graduation. I use a unique instrumental variables approach to identify teacher effects and find that differences in teacher quality have large effects on graduation outcomes. Because teacher effects on graduation outcomes will be more pronounced for students who are on the graduation margin, the results imply an avenue through which high-quality teachers are more productive with disadvantaged students.     

对高校英语教师身份认同的思考(英文)

本文通过对一个普通的高校英语教师的个案研究,回答以下两个问题:什么是教师的身份?教师如何形成自己完整的身份呢?根据该例的细节,试图揭示形成完整的教师身份的几方面问题。     

Is the gender gap in school performance affected by the sex of the teacher?

Girls outperform boys in school. We investigate whether the gender performance gap can be attributed to the fact that the teacher profession is female dominated, that is, is there a causal effect on student outcomes from having a same-sex teacher? Using data on upper-secondary school students and their teachers from the municipality of Stockholm, Sweden, we find that the gender performance differential is larger in subjects where the share of female teachers is higher. We argue, however, that this effect can not be interpreted as causal, mainly due to teacher selection into different subjects and non-random student-teacher matching. Exploring the fact that teacher turnover and student mobility give rise to variation in teacher's gender within student and subject, we estimate the effect on student outcomes of changing to a teacher of the same sex. We find no strong support for our initial hypothesis that a same-sex teacher improves student outcomes.     

研究型大学、教师行为与科研激励合同：基于委托代理关系的分析

作为研究型大学的主体,教师的行为受到科研激励机制的影响。大学通过激励机制来规范教师的行为,教师则通过自身的努力获取收益和规避风险。文章基于大学和教师之间的委托代理关系,在不对称信息条件下探讨大学和教师应如何订立科研激励合同。结果表明：当不考虑监控成本时,在最优显性激励合同中加入外控变量可以使得风险成本和激励成本下降,从而降低代理成本。在大学和教师的长期合作中,则必须充分发挥隐性激励合同的作用。     

教育类课程设置及其教学管理存在的问题与对策

针对当前教育类课程开设存在的课程设置不合理、教学重视程度不够、教学管理亟须加强等问题,提出了加强教师教育培养模式改革、重视教师专业化发展、对教育类课程设置与实践进行创新的对策,进而就其教学管理提出了建设性的意见。     

高校教师资源结构合理性测度体系初探

教师资源结构是否合理是衡量高校教师人力资源建设是否成功的主要标准,因而构建有效的教师资源结构合理性测度体系对高校具有一定的现实指导意义。文章初步构建了高校教师资源结构合理性测度体系,从而为该领域的后续研究奠定基础。     

浅谈价值工程理论对高校师资队伍建设的意义

高校师资队伍建设是高等教育发展的基础,它关系着高等学校教学质量的高低,也关系着学校未来的发展。建设一支结构合理、素质优良、高效精干的教师队伍是高等教育改革与发展中至关重要的问题,也是中国大学走向世界的重要保证。本文从分析高校师资队伍建设的现状入手,探讨了价值工程理论对高校师资队伍建设的积极作用和重要意义。     

浅议高职院校双师型教师培训

伴随着我国经济的高速发展,高职院校的发展也由以往的数量型向质量型转变,"双师型"教师在高职院校中所占比例也日益增长,为了加快由量变到质变的过程,加强高职院校的教师培训就被提上了议事日程,加大教师的培训力度,增强教师的培训效果,这也成了高职院校今后的继续健康快速发展的必由之路,高职院校"双师型"教师培训一般分为需求分析、培训的设计、培训的实施这几个环节。     

Occupational choice: Teacher quality versus teacher quantity

This article examines the relationship between skill-biased technological changes and the decline in both teacher quality and pupil–teacher ratio—called the “quality–quantity trade-off”—in the United States and other advanced economies during the past several decades. The study presents a theory of educational production that emphasizes teachers’ occupational choices. A key assumption is that talented agents have a comparative advantage in learning. The model endogenously generates a teachers sector with intermediate abilities between two types of skilled workers with tertiary education: highly skilled workers and vocational workers. This unique feature helps specify which technological changes may lead to quality–quantity trade-offs. In particular, a crucial element is that the ratio of incomes and thus the income inequality rises within the skilled sector. In this case, the most talented teachers depart from the teachers sector to join the highly skilled sector, and as such, teacher quality declines. In other cases, both teacher quality and teacher quantity may increase. The results are consistent with the observed patterns of technology, educational attainment, educational expenditure, and wage inequality in advanced economies. Finally, another potential cause for the quality–quantity trade-off is a reduction in teacher certification requirement unless the reduction is implemented exclusively on high-ability workers.     

TEACHER CHARACTERISTICS AND THEIR EFFECTS ON STUDENT TEST SCORES: A SYSTEMATIC REVIEW

It has become widely accepted that teachers are important in facilitating student learning. Hundreds of empirical studies have tried to explain differences in student performance by evaluating the impact of particular teacher characteristics. Yet, this topic has not been the subject of a systematic review for more than 10 years, even though most of the empirical evidence has emerged over the past decade. This study provides an up‐to‐date review, drawing on empirical findings from several countries and distinguishing between acquired and sociodemographic teacher characteristics. This review confirms the existing consensus that subject‐related degrees and knowledge, and not general teacher certifications, are positively related to student performance and particularly so for Master's degrees in math and science. A new insight is that recent findings point out that teacher experience continues to contribute to student test scores throughout a teacher's career, instead of merely the first few years. An important future research avenue would be to examine which mechanisms can explain these teacher characteristic effects.     

浅谈班主任如何与学生交谈

情感交流是教师与学生之间的桥梁,是班主任管理工作顺利开展的“润滑剂”。恰当、及时、真诚、平等的情感与思想的交流,有利于形成良好的学风和校风,促进学生身心的健康发展。总结班主任工作总结,浅谈班主任与学生交流时的注意事项。     

论新形势下增强高校德育工作的实效性艺术

随着我国社会主义市场经济体制的不断完善和改革开放的深入,必须要提高高校德育工作的实效性艺术,充分发挥教师的育人作用,尊重学生的主体地位,进一步加大学校的德育工作力度,只有这样才能将工作做好、做细与做实。     

美的孕育与绽放——音乐教师的课堂语言美

音乐教师作为美的课堂的组织者需要有美的语言来为课堂增添魅力。音乐教师的课堂语言应该准确地表达音乐作品的创作意图,要生动、形象、富有感染力。除这些,还要有美的文学语言,有恰到好处的形体语言,注重语言简练、美。     

美国教师领导培养政策的框架及启示

美国的教师领导概念经过20多年的发展,已经由理论走向了实践,从联邦到地方形成了一个比较完善的教师领导培养框架,培养了一大批优秀的教师领导者,值得我国参考借鉴。