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 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.     

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.     

“两会一课”在学生管理工作中的应用

"两会一课"是指开主题班会、定期召开班委会和听班级的课。由于职业学校学生的特点以及班主任的专业化程度较低,导致学生管理工作质量难以提升。"两会一课"的推行为班主任提供了交流的平台,找出了开展班级建设、解决学生问题的有效途径,从而使学校整体的学生管理工作质量有所提升,成效显著。     

Why has the number of teachers per student risen while teacher quality has declined?: The role of changes in the labor market for women

Since 1970, the number of teachers per student rose while teacher quality apparently eroded. A model of school and voter decisions shows that an increase in the skill price for women may induce schools to hire additional teachers rather than better quality teachers. Estimation results indicate that the price of skill and alternative wage had offsetting effects on the teacher–pupil ratio. Increased demand for education therefore resulted in larger teacher–student ratios. In contrast, both the skill price and the alternative wage reduced teacher quality. Increased demand for education did not outweigh the combined price effect, and teacher quality fell.     

Using DEA for measuring teachers’ performance and the impact on students’ outcomes: evidence for Spain

This research contributes to the ongoing debate about differences in teachers’ performance. We introduce a new methodology that combines production frontier and impact evaluation insights that allows using DEA as an identification strategy of a treatment with high and low quality teachers within schools to assess their performance. We use a unique database of primary schools in Spain that, for every school, supplies information on two classrooms at 4th grade where students and teachers were randomly assigned into the two classrooms. We find considerable differences in teachers’ efficiency across schools with significant effects on students’ achievement. In line with previous findings, we find that neither teacher experience nor academic training explains teachers’ efficiency. Conversely, being a female teacher, having worked five or more years in the same school or having smaller class sizes positively affects the performance of teachers.     

阳光体育运动背景下普通高校体育课评价内容

阳光体育背景下普通高校体育课的评价内容和方式变得更加灵活多样,更加能够体现出学生运动技术、身体素质参与能力和兴趣爱好,更能突出表现教师的教师的业务能力,从而能够从客观和主观两方面比较准确地评价学生、教师和课程体系。     

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.     

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.     

本科毕业设计现状分析与改革

本科毕业设计是高校培养学生综合能力和检查学生学习成果的重要环节和途径。本文对本科毕业设计过程中存在的问题进行了分析,并针对这些问题,从师资、选题、管理等方面进行探索,提出了相应的改革措施,为提高大学本科毕业设计质量、促进学生综合素质的全面发展提供参考。     

基于WEB的毕业设计指导系统的设计与实现

设计和实现一个基于WEB的毕业论文指导系统,使毕业论文指导教师能够高效地对学生进行指导,改变传统论文指导方式,提供快捷即时的在线答疑与交流,解决指导教师和学生的协作交互,提高工作效率,同时便于导师及时了解论文进度。     

Value added of teachers in high-poverty schools and lower poverty schools

Using student-level microdata from 2000–2001 to 2004–2005 from Florida and North Carolina, we compare the effectiveness of teachers in schools serving primarily students from low-income families (>70% free-and-reduced-price-lunch students) with teachers in schools serving more advantaged students. The results show that the average effectiveness of teachers in high poverty schools is in general less than teachers in other schools and there is significantly greater variation in teacher quality among high poverty schools. These differences are largely driven by less productive teachers at the bottom of the teacher effectiveness distribution in high-poverty schools. The bulk of the quality differential is due to differences in the unmeasured characteristics of teachers. We find that the gain in productivity to more experienced teachers from additional experience is much stronger in lower-poverty schools. The lower return to experience in high-poverty schools does not appear to be a result of differences in the quality of teachers who leave teaching or who switch schools, however. Our findings suggest that measures that induce highly effective teachers to move to high-poverty schools and which promote an environment in which teachers’ skills will improve over time are more likely to be successful.     

应用型高校经管类本科生毕业论文质量控制研究

随着高校扩招、师资短缺和青年教师数量大幅增加等因素的出现,使得经管类本科生毕业论文的质量控制成为本科教育质量管理的重要环节。首先探讨了应用型高校经管类人才培养特征,接着分析了毕业论文写作时常见的问题,紧扣应用型高校人才培养特征,提出了提高经管类毕业论文质量的措施与建议。     

浅谈中职院校的阳光体育运动

2007年开始,《学生体质健康标准》的全面实施,全国各级各类学校中,广泛深入展开全国亿万学生阳光体育活动。作为一名中专体育教师感到身上的责任重大,考虑如何将阳光体育落实到中职学校的体育教学中,不断提高中专生身体素质。     

Subjective and objective evaluations of teacher effectiveness: Evidence from New York City

A substantial literature documents large variation in teacher effectiveness at raising student achievement, providing motivation to identify highly effective and ineffective teachers early in their careers. Using data from New York City public schools, we estimate whether subjective evaluations of teacher effectiveness have predictive power for the achievement gains made by teachers' future students. We find that these subjective evaluations have substantial power, comparable with and complementary to objective measures of teacher effectiveness taken from a teacher's first year in the classroom.     

讨论法在《动物法律法规》课程教学中的意义及模式探讨

讨论课是提高《动物法律法规》教学效果的重要方式之一,它不仅能提高学生学习兴趣,巩固和加深所学知识,而且能培养和提高学生的多种能力,并促进教学相长。真正意义上的讨论模式需通过"教师-学生1-学生2-学生3……教师"这样的方式展开。为取得良好教学效果,讨论课上需要教师提出真正抓住学生心思的发问,并要求教师对学生的回答采取宽容的态度。     

高职教师如何在教学中占领主导地位

文章根据德国的高职教学理念和作者多年的高职教学经验,提出高职教师只有占领了主导地位,才能将学生引入主体地位,变学生的被动学习为主动学习,才能真正将学生培养成高素质应用型技能人才。而高职教师怎样才能守得住自己的主导地位呢?这是很值得我们思考、研究的问题,文中就这一问题从思想观念到操作方法做了详细的论证,提出高职教师只有从思想上改变传统的观念,变主体为主导。将自己从知识传授者的角色变为学生学习过程的引导者、咨询者和促进者。教学前做足准备,设计出高质量的学习情境,才能掌控全局,才可占得住自己的主导地位,将学生引入主体之位,达到高职教育的目的。     

The impact of Chicago’s small high school initiative

This project examines the effects of the introduction of new small high schools on student performance in the Chicago Public School (CPS) district. Specifically, we investigate whether students attending small high schools have better graduation/enrollment rates and achievement than similar students who attend regular CPS high schools. We show that students who choose to attend a small school are more disadvantaged on average, including having prior test scores that are about 0.2 standard deviations lower than their elementary school classmates. To address the selection problem, we use an instrumental variables strategy and compare students who live in the same neighborhoods but differ in their residential proximity to a small school. In this approach, one student is more likely to sign up for a small school than another statistically identical student because the small school is located closer to the student’s house and therefore the “cost” of attending the school is lower. The distance-to-small-school variable has strong predictive power to identify who attends a small school. We find that small schools students are substantially more likely to persist in school and eventually graduate. Nonetheless, there is no positive impact on student achievement as measured by test scores.     

Do Teachers Matter? Measuring the Variation in Teacher Effectiveness in England*

Using a unique primary dataset for the UK, we estimate the effect of individual teachers on student outcomes, and the variability in teacher quality. This links 7,305 pupils to the individual teachers who taught them, in each of their compulsory subjects in the high‐stakes exams at age 16. We use point‐in‐time fixed effects and prior attainment to control for pupil heterogeneity. We find considerable variability in teacher effectiveness, a little higher than the estimates found in the few US studies. We also corroborate recent findings that observed teachers’ characteristics explain very little of the differences in estimated teacher effectiveness.     

Schooling Resources, Educational Institutions and Student Performance: the International Evidence

This paper estimates the effects of family background, resources and institutions on mathematics and science performance using an international database of more than 260,000 students from 39 countries which includes extensive background information at the student, teacher, school and system level. The student-level estimations show that international differences in student performance cannot be attributed to resource differences but are considerably related to institutional differences. Among the many institutions which combine to yield major positive effects on student performance are centralized examinations and control mechanisms, school autonomy in personnel and process decisions, individual teacher influence over teaching methods, limits to teacher unions' influence on curriculum scope, scrutiny of students' achievement and competition from private schools.