Paying for High- and Low-Quality Teaching.

By John Schacter, Y. Thum. 2004

225 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2e974a9bdf5b6cac92b2237dfcfc87b7c26eb292

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In Education

Citations in the corpus

Learning for Jobs OECD Reviews of Vocational Education and Training (2008, background): “LEARNING FOR JOBS: OECD REVIEWS OF VOCATIONAL EDUCATION AND TRAINING – UNITED STATES: TEXAS © OECD 2011 (see for example reviews by Santiago, 2002; Schacter and Thum, 2004; Eide et al., 2004)(14).”
Is Traditional Teaching Really All That Bad? A Within-Student Between-Subject Approach (2011, background): “…implementation, economists have only recently begun to analyze the impact of teaching methods on student achievement.3 Various dimensions of teaching practices have been shown to be able to explain a large share of the between-teacher variation in student achievement (Schacter and Thum, 2004).”
Effects of Teachers’ Effectiveness on Students’ Academic Performance in Public Secondary Schools; Delta State - Nigeria (2013, background): “The influence of teachers’ teaching effectiveness on the learning outcome of students as measured by students’ academic performance has been the subject of several studies (Adediwura and Tayo 2007; Adu and Olatundun 2007; Lockhead and Komenan 1988; Schacter and Thum 2004; Starr 2002).”
Teacher effects on student achievement in first grade: which aspects matter most? (2014, unknown): “…learning than others (e.g., Guarino, Hamilton, Lockwood, & Rathbun, 2006; Hattie, 2003, 2009; Nye, Konstantopoulos, & Hedges, 2004; Rowan, Correnti, & Miller, 2002; Schacter & Thum, 2004; Scheerens, Seidel, Witziers, Hendriks, & Doornekamp, 2005; Seidel & Shavelson, 2007; Wayne & Youngs, 2003).”
Rethinking Instructional Leadership, a Review (2013, background): “…quality instruction (e.g., Gordon, Kane, & Staiger, 2006; Heneman, Milanowski, Kimball, & Odden, 2006; National Board for Professional Teaching Standards, 2002; Schacter & Thum, 2004), such proposals are emergent and fraught with potential problems of validity and reliability (Cohen, 2010).”
A Model for Teacher Effects From Longitudinal Data Without Assuming Vertical Scaling (2010, unknown): “…2010 AERA. http://jebs.aera.net credentialing and training, and evaluating other educational interventions (Bifulco & Ladd, 2004; Gill, Zimmer, Christman, & Blanc, 2007; Goldhaber & Anthony, 2004; Harris & Sass, 2006; Le et al., 2006; Schacter & Thum, 2004; Zimmer et al., 2003).”
Controlling for Individual Heterogeneity in Longitudinal Models, with Applications to Student Achievement (2007, background): “Longitudinal data analysis is now common practice in research on identifying effective teaching practices, measuring the impacts of teacher credentialing and training, and evaluating other educational interventions (8; 14; 15; 19; 20; 26; 42; 52).”
Qualities of classroom observation systems (2018, background): “● Involvement and motivation of students: This dimension is about the extent to which teachers involve all students actively in classroom learning activities, and how much students participate in classroom learning activities (Rosenshine, 1980; Schacter & Thum, 2004).”