The Experts below are selected from a list of 134148 Experts worldwide ranked by ideXlab platform
Victor Lavy - One of the best experts on this subject based on the ideXlab platform.
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do gender stereotypes reduce girls or boys human capital outcomes evidence from a natural experiment
Journal of Public Economics, 2008Co-Authors: Victor LavyAbstract:Schools and Teachers are often said to be a source of stereotypes that harm girls. This paper tests for the existence of gender stereotyping and discrimination by public high-school Teachers in Israel. It uses a natural experiment based on blind and non-blind scores that students receive on matriculation exams in their senior year. Using data on test results in several subjects in the humanities and sciences, I found, contrary to expectations, that male students face discrimination in each subject. These biases widen the female male achievement gap because girls outperform boys in all subjects, except English, and at all levels of the curriculum. The bias is evident in all segments of the ability and performance distribution and is robust to various individual controls. Several explanations based on differential behavior between boys and girls are not supported empirically. However, the size of the bias is very sensitive to Teachers' Characteristics, suggesting that the bias against male students is the result of Teachers', and not students', behavior.
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do gender stereotypes reduce girls or boys human capital outcomes evidence from a natural experiment
Journal of Public Economics, 2008Co-Authors: Victor LavyAbstract:Schools and Teachers are often said to be a source of stereotypes that harm girls. This paper tests for the existence of gender stereotyping and discrimination by public high-school Teachers in Israel. It uses a natural experiment based on blind and non-blind scores that students receive on matriculation exams in their senior year. Using data on test results in several subjects in the humanities and sciences, I found, contrary to expectations, that male students face discrimination in each subject. These biases widen the female–male achievement difference because girls outperform boys in all subjects, except English, and at all levels of the curriculum. The bias is evident in all segments of the ability and performance distribution and is robust to various individual controls. Several explanations based on differential behavior between boys and girls are not supported empirically. However, the size of the difference is very sensitive to Teachers' Characteristics, suggesting that the bias against male students is the result of Teachers', and not students', behavior.
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
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.
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the impact of individual Teachers on student achievement evidence from panel data
The American Economic Review, 2004Co-Authors: Jonah E RockoffAbstract:Teacher quality is widely believed to be important for education, despite little evidence that Teachers' credentials matter for student achievement. To accurately measure variation in achievement due to Teachers' Characteristics-both observable and unobservable-it is essential to identify teacher fixed effects. Unlike previous studies, I use panel data to estimate teacher fixed effects while controlling for fixed student Characteristics and classroom specific variables. I find large and statistically significant differences among Teachers: a one standard deviation increase in teacher quality raises reading and math test scores by approximately .20 and .24 standard deviations, respectively, on a nationally standardized scale. In addition, teaching experience has statistically significant positive effects on reading test scores, controlling for fixed teacher quality.
J O Fehintola - One of the best experts on this subject based on the ideXlab platform.
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Teachers Characteristics as correlates of students academic performance among secondary school students in saki west local government area of oyo state
Journal of Educational and Social Research, 2014Co-Authors: J O FehintolaAbstract:This study examined relationship among Teachers academic qualification, Teachers professional qualification, Teachers content knowledge, Teachers instructional quality, Teachers’ evaluation procedures, Teachers’ work value, Teachers’ classroom attendance’ and Teachers’ job satisfaction on academic performance of secondary school students in Saki-west local government area. The study adopted a descriptive research design of correlational type. The secondary school Teachers in Saki township were selected using multi-stage sampling technique and 718 Teachers were selected at random for the study out of 2456 Teachers working in this local government. The Teacher’s Characteristics scale (α = 0.86) was used as a measure of teacher’s Characteristics factor. Three research questions were answered in the study. Correlation and Multiple Regression were used as tools of analysis. The eight variables (Teachers academic qualification, Teachers professional qualification, Teachers content knowledge, Teachers instructional quality, Teachers’ evaluation procedures, Teachers’ work value, Teachers’ classroom attendance’ and Teachers’ job satisfaction) when combined, accounted for 54.6% of the total variance in the academic performance. There was also significant relative contribution of the independent variables (Teachers academic qualification, Teachers content knowledge, Teachers instructional quality, Teachers’ evaluation procedures and Teachers’ job satisfaction) to academic performance of the participants (F(8,710)=47.48; p DOI: 10.5901/jesr.2014.v4n6p459
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
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.
F O Olaleye - One of the best experts on this subject based on the ideXlab platform.
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Teachers Characteristics as predictor of academic performance of students in secondary schools in osun state nigeria
2011Co-Authors: F O OlaleyeAbstract:The study investigated the perceptions of students on Teachers Characteristics in relation to students academic performance. The study was carried out in Osun State Senior Secondary Schools. A population of 1600 purposively selected SSS III students from 16 rural and urban schools were used for the study. Questionnaire tagged Teachers Characteristics and students academic performance (TCSAP) was used to elicit information from the students. Data collected were analysed using simple percentage, Pearson Product Moment Correlation and chi-square to test the hypotheses generated in the study. The findings showed that there was a significant relationship between Teachers Characteristics on students academic performance. It was recommended that a proper evaluation of Teachers based on examination and supervision should be well organized before promotion and appointment. A situation where mass promotion based on year of graduation does not orgur well for good academic performance of students.
