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Theory and Evidence on Teacher Policies in Developed and Developing Countries

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  • Vegas, E
  • Ganimian, A. J.

Abstract

The past decade has seen the emergence of numerous rigorous impact evaluations of teacher policies. This paper reviews the economic theory and empirical evidence on eight teacher policy goals: (1) setting clear expectations for teachers; (2) attracting the best into teaching; (3) preparing teachers with useful training and experience; (4) matching teachers? skills with students? needs; (5) leading teachers with strong principals; (6) monitoring teaching and learning; (7) supporting teachers to improve instruction; and (8) motivating teachers to perform. The paper also discusses key concepts and methods in econometrics to understand existing studies and offers some directions for future research.

Suggested Citation

  • Vegas, E & Ganimian, A. J., 2013. "Theory and Evidence on Teacher Policies in Developed and Developing Countries," Working Paper 104291, Harvard University OpenScholar.
  • Handle: RePEc:qsh:wpaper:104291
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    File URL: http://scholar.harvard.edu/alejandro_ganimian/node/104291
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    Cited by:

    1. Balcázar, Carlos Felipe & Nopo, Hugo R., 2014. "Broken Gears: The Value Added of Higher Education on Teachers' Academic Achievement," IZA Discussion Papers 8477, Institute of Labor Economics (IZA).
    2. Nkhokwe, Maxwell & Ungapembe, Felix & Furukawa, Norihide, 2017. "Identification of groups of secondary school teachers who leave the teaching profession in Malawi," Working Papers Field Report;3, JICA Research Institute.
    3. Paul E. McNamara & Joyous S. Tata, 2015. "Principles of Designing and Implementing Agricultural Extension Programs for Reducing Post-harvest Loss," Agriculture, MDPI, Open Access Journal, vol. 5(4), pages 1-12, October.

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