Global S&T Development Trend Analysis Platform of Resources and Environment
Smarter Teachers, Smarter Students? Some New Evidence from Sub-Saharan Africa | |
Nadir Altinok; Phu Nguyen-Van | |
2022-06-07 | |
出版年 | 2022 |
国家 | 瑞典 |
领域 | 资源环境 |
英文摘要 | We study the effect of teacher subject knowledge on student achievement in mathematics and reading by using a data set from six sub-Saharan African countries. By using an estimation based on within-teacher within-student strategy, we can avoid a potential endogeneity bias. In most estimations and most countries, we do not find a significant teacher knowledge effect. The main reasons are teacher absenteeism and the need to focus on core knowledge. For instance, a high level of teacher absenteeism and low teacher performance in a subset of items that are also administered to students can attenuate the teacher subject knowledge effect on student learning. When the conditions of low absenteeism and high teacher performance are met, teacher subject knowledge can have a significant and positive effect on student achievement. |
URL | 查看原文 |
来源平台 | Environment for Development Initiative |
文献类型 | 科技报告 |
条目标识符 | http://119.78.100.173/C666/handle/2XK7JSWQ/349837 |
专题 | 资源环境科学 |
推荐引用方式 GB/T 7714 | Nadir Altinok,Phu Nguyen-Van. Smarter Teachers, Smarter Students? Some New Evidence from Sub-Saharan Africa,2022. |
条目包含的文件 | 条目无相关文件。 |
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