The Experts below are selected from a list of 138930 Experts worldwide ranked by ideXlab platform
Isaac Mbiti - One of the best experts on this subject based on the ideXlab platform.
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designing Effective Teacher performance pay programs experimental evidence from tanzania
Social Science Research Network, 2019Co-Authors: Isaac Mbiti, Mauricio Romero, Youdi SchipperAbstract:We use a field experiment in Tanzania to compare the Effectiveness on learning of two Teacher performance pay systems. The first is a Pay for Percentile system (a rank-order tournament). The second rewards Teachers based on multiple proficiency thresholds. Pay for Percentile can (under certain conditions) induce optimal effort among Teachers, but our threshold system is easier to implement and provides Teachers with clearer goals and targets. Both systems improved student test scores. However, the multiple-thresholds system was more Effective in boosting student learning and is less costly. Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.
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designing Effective Teacher performance pay programs experimental evidence from tanzania
National Bureau of Economic Research, 2019Co-Authors: Isaac Mbiti, Mauricio Romero, Youdi SchipperAbstract:We use a field experiment in Tanzania to compare the Effectiveness on learning of two Teacher performance pay systems. The first is a Pay for Percentile system (a rank-order tournament). The second rewards Teachers based on multiple proficiency thresholds. Pay for Percentile can (under certain conditions) induce optimal effort among Teachers, but our threshold system is easier to implement and provides Teachers with clearer goals and targets. Both systems improved student test scores. However, the multiple-thresholds system was more Effective in boosting student learning and is less costly.
Youdi Schipper - One of the best experts on this subject based on the ideXlab platform.
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designing Effective Teacher performance pay programs experimental evidence from tanzania
Social Science Research Network, 2019Co-Authors: Isaac Mbiti, Mauricio Romero, Youdi SchipperAbstract:We use a field experiment in Tanzania to compare the Effectiveness on learning of two Teacher performance pay systems. The first is a Pay for Percentile system (a rank-order tournament). The second rewards Teachers based on multiple proficiency thresholds. Pay for Percentile can (under certain conditions) induce optimal effort among Teachers, but our threshold system is easier to implement and provides Teachers with clearer goals and targets. Both systems improved student test scores. However, the multiple-thresholds system was more Effective in boosting student learning and is less costly. Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.
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designing Effective Teacher performance pay programs experimental evidence from tanzania
National Bureau of Economic Research, 2019Co-Authors: Isaac Mbiti, Mauricio Romero, Youdi SchipperAbstract:We use a field experiment in Tanzania to compare the Effectiveness on learning of two Teacher performance pay systems. The first is a Pay for Percentile system (a rank-order tournament). The second rewards Teachers based on multiple proficiency thresholds. Pay for Percentile can (under certain conditions) induce optimal effort among Teachers, but our threshold system is easier to implement and provides Teachers with clearer goals and targets. Both systems improved student test scores. However, the multiple-thresholds system was more Effective in boosting student learning and is less costly.
Douglas O Staiger - One of the best experts on this subject based on the ideXlab platform.
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can you recognize an Effective Teacher when you recruit one
Education Finance and Policy, 2011Co-Authors: Jonah E Rockoff, Brian A Jacob, Thomas J Kane, Douglas O StaigerAbstract:Research on the relationship between Teacher characteristics and Teacher Effectiveness has been underway for over a century, yet little progress has been made in linking Teacher quality with factors observable at the time of hire. To extend this literature, we administered an in-depth survey to new math Teachers in New York City andcollectedinformationonanumberofnontraditional predictors of Effectiveness, including teaching-specific content knowledge, cognitive ability, personality traits, feelings of self-efficacy, and scores on a commercially available Teacher selection instrument. We find that only a few of these predictors have statistically significant relationships with student and Teacher outcomes. However, the individual variables load onto two factors, which measure what one might describe as Teachers’ cognitive and noncognitive skills. We find that both factors have a moderately large and statistically significant relationship with student and Teacher outcomes, particularly with student test scores.
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can you recognize an Effective Teacher when you recruit one
Social Science Research Network, 2008Co-Authors: Jonah E Rockoff, Brian A Jacob, Thomas J Kane, Douglas O StaigerAbstract:Research on the relationship between Teachers' characteristics and Teacher Effectiveness has been underway for over a century, yet little progress has been made in linking Teacher quality with factors observable at the time of hire. However, most research has examined a relatively small set of characteristics that are collected by school administrators in order to satisfy legal requirements and set salaries. To extend this literature, we administered an in-depth survey to new math Teachers in New York City and collected information on a number of non-traditional predictors of Effectiveness including teaching specific content knowledge, cognitive ability, personality traits, feelings of self-efficacy, and scores on a commercially available Teacher selection instrument. Individually, we find that only a few of these predictors have statistically significant relationships with student and Teacher outcomes. However, when all of these variables are combined into two primary factors summarizing cognitive and non-cognitive Teacher skills, we find that both factors have a modest and statistically significant relationship with student and Teacher outcomes, particularly with student test scores. These results suggest that, while there may be no single factor that can predict success in teaching, using a broad set of measures can help schools improve the quality of their Teachers.
Victor Lavy - One of the best experts on this subject based on the ideXlab platform.
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what makes an Effective Teacher quasi experimental evidence
CESifo Economic Studies, 2016Co-Authors: Victor LavyAbstract:I estimate in this article the effect of teaching practices on student achievements. I find that teaching based on the instilment of knowledge and comprehension (‘traditional’ teaching), and techniques that endow pupils with analytical and critical skills (‘modern’ teaching) has strong positive effect on test scores. However, a second element of modern teaching, instilment of the capacity for individual study has no effect while transparency, fairness, and feedback in Teachers’ conduct with their students improve marginally academic performance. Heterogeneity in these effects suggests that it is best to target the two teaching practices differentially to students of different genders and abilities.
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what makes an Effective Teacher quasi experimental evidence
Social Science Research Network, 2011Co-Authors: Victor LavyAbstract:This paper measures empirically the relationship between classroom teaching practices and student achievements. Based on primary- and middle-school data from Israel, I find very strong evidence that two important elements of teaching practices cause student achievements to improve. In particular, classroom teaching that emphasizes the instilment of knowledge and comprehension, often termed "traditional"-style teaching, has a very strong and positive effect on test scores, particularly among girls and pupils of low socioeconomic background. Second, the use of classroom techniques that endow pupils with analytical and critical skills ("modern" teaching) has a very large positive payoff, evidenced in improvement of test scores across subgroups differentiated by gender and socioeconomic background. However, a second element of modern teaching, instilment of the capacity for individual study, has no effect while transparency, fairness, and proper feedback in Teachers' conduct with their students improve marginally academic performance, especially among boys. Apart from identifying "what works" in the classroom, these findings yield two insights for the debate about the merit of "traditional" versus "modern" approaches to teaching, which are often discussed as rival classroom pedagogical approaches. First, both may coexist in the classroom production function of knowledge. Second, it is best to target the two teaching practices differentially to students of different genders and abilities. The effect of the Effective teaching practices estimated is very large, especially in comparison with that of other potential interventions such as reducing class size or increasing school hours of instruction.
Jonah E Rockoff - One of the best experts on this subject based on the ideXlab platform.
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can you recognize an Effective Teacher when you recruit one
Education Finance and Policy, 2011Co-Authors: Jonah E Rockoff, Brian A Jacob, Thomas J Kane, Douglas O StaigerAbstract:Research on the relationship between Teacher characteristics and Teacher Effectiveness has been underway for over a century, yet little progress has been made in linking Teacher quality with factors observable at the time of hire. To extend this literature, we administered an in-depth survey to new math Teachers in New York City andcollectedinformationonanumberofnontraditional predictors of Effectiveness, including teaching-specific content knowledge, cognitive ability, personality traits, feelings of self-efficacy, and scores on a commercially available Teacher selection instrument. We find that only a few of these predictors have statistically significant relationships with student and Teacher outcomes. However, the individual variables load onto two factors, which measure what one might describe as Teachers’ cognitive and noncognitive skills. We find that both factors have a moderately large and statistically significant relationship with student and Teacher outcomes, particularly with student test scores.
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can you recognize an Effective Teacher when you recruit one
Social Science Research Network, 2008Co-Authors: Jonah E Rockoff, Brian A Jacob, Thomas J Kane, Douglas O StaigerAbstract:Research on the relationship between Teachers' characteristics and Teacher Effectiveness has been underway for over a century, yet little progress has been made in linking Teacher quality with factors observable at the time of hire. However, most research has examined a relatively small set of characteristics that are collected by school administrators in order to satisfy legal requirements and set salaries. To extend this literature, we administered an in-depth survey to new math Teachers in New York City and collected information on a number of non-traditional predictors of Effectiveness including teaching specific content knowledge, cognitive ability, personality traits, feelings of self-efficacy, and scores on a commercially available Teacher selection instrument. Individually, we find that only a few of these predictors have statistically significant relationships with student and Teacher outcomes. However, when all of these variables are combined into two primary factors summarizing cognitive and non-cognitive Teacher skills, we find that both factors have a modest and statistically significant relationship with student and Teacher outcomes, particularly with student test scores. These results suggest that, while there may be no single factor that can predict success in teaching, using a broad set of measures can help schools improve the quality of their Teachers.
