The Dynamics of Teacher Quality
By Matthew Wiswall. 2013
219 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/9ee268730a616f5fc7d2966c416bccdc2f4cfbf2
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Lucy C. Sorensen
- Barry J. Fishman
- Helen F. Ladd
- C. Dede
- Susan Burkhauser
- A. Torres
- Dan Goldhaber
- M. Kraft
Citations in the corpus
- Linking Teacher Quality, Student Attendance, and Student Achievement (2016, unknown): “problems of chronic absence and school disengagement manifest as early as first grade (Alexander, Entwisle, and Kabbani 2001), and socioeconomic gaps in character skills exist prior to kindergarten and grow over time (Duncan and Magnuson 2011). Improving the character skills and attendance habits of”
- The Hidden Costs of Teacher Turnover (2020, background): “Teachers with less experience in the classroom are on average much less effective at improving student outcomes than their more experienced counterparts (Ladd & Sorensen, 2017; Papay & Kraft, 2015; Wiswall, 2013), and they have high rates of turnover.”
- Selection into Identification in Fixed Effects Models, with Application to Head Start (2019, unknown): “In the context of estimating returns to experience for teachers, Wiswall (2013) observes that teacher-FE models, pairedwith modestpanel lengths andexperience categories such as “ 4 + years, ” implythat the coefficients on these categories will be solely identified from relatively new teachers…”
- Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform (2018, background): “For instance, previous research indicates that the influences of the years of teaching experience are stronger in the first years of teaching compared to later years in a teaching career (Boyd et al., 2008; Wiswall, 2013).”
- The Long-Run Impacts of Same-Race Teachers (2017, unknown): “…than their Black colleagues due to teacher sorting patterns (Hanushek et al., 2004; Jackson, 2009) and experience predicts teacher effectiveness (Wiswall, 2013); indeed, we observe this pattern in the STAR data, where Black teachers have three more years of experience, on average, than their…”