Teacher training, teacher quality and student achievement

By Douglas N. Harris, Tim R. Sass. 2011

1,511 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a43bd2b62d0508afb26aad0d8618e5973bf0f06f

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Citations in the corpus

Teacher Quality and Teacher Mobility (2012, neutral): “Construction of our teacher quality measures is based on 8 Detailed descriptions of the Florida data are provided in Sass (2006) and Harris and Sass (2011). current and prior-year student achievement, thereby limiting our sample to the…”
TIMSS 2011 International Results in Mathematics. (2012, background): “However, some research has addressed this selection bias problem; and experience can have a large positive impact primarily in the first few years of teaching, although the benefits can continue beyond the first five years of a teacher’s career (Harris & Sass, 2011; Leigh, 2010).”
Productivity returns to experience in the teacher labor market: Methodological challenges and new evidence on long-term career improvement (2015, methodology): “Using data from Florida, Harris and Sass (2011) find that while the largest gains in experience accrue in the first few years, there are “continuing gains beyond the first five years of a teacher's career” (p. 1).”
The Dynamics of Teacher Quality (2013, methodology): “Instead, I use the iterative procedure developed by Arcidiancono et al (2009), which is also used in the education production function estimation context by Harris and Sass (2010). Table 3 provides the correlation in the estimated 5th grade classroom effects across the various models.”
Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: A cross-cultural study of Iranian and Iraqi students’ perceptions (2021, background): “This is because teachers are usually the main source of educational input in the school (Harris & Sass, 2011), are managers of the classroom (Lingefjärd & Meier, 2010), create conditions for teacher-student and student-student interactions in the instructional context (Ballester, 2015), are…”
Trust and Collaboration in PLC Teams (2015, background): “High-quality teaching has been linked to student achievement (Darling-Hammond, 1999; Harris & Sass, 2011), and professional learning communities (PLCs) are recognized as improving the quality 1Brigham Young University, Provo, UT, USA Corresponding Author: Pamela R. Hallam, Brigham Young University,…”
Accessing Capital Resources: Investigating the Effects of Teacher Human and Social Capital on Student Achievement (2014, background): “We acknowledge that the research has been varied and debated as to whether teachers’ experience is related to teacher effectiveness (Harris & Sass, 2008).”
What's in a teacher test? Assessing the relationship between teacher licensure test scores and student STEM achievement and course-taking (2016, positive): “Unfortunately, relatively few teacher credentials (like degree level or licensure status) appear to predict whether teachers affect student outcomes in ways that are detectible by student test performance (e.g. Aaronson et al., 2007; Goldhaber and Brewer, 1997, 2000; Harris and Sass, 2011).”
The Movement of STEM Education in Indonesia: Science Teachers’ Perspectives (2019, background): “A frequently-cited analysis of 1,300 studies unveiled that only nine of the studies show lucid, empirical evidence of the effect of professional development on the students’ achievements (Harris & Sass, 2011).”
Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors (2010, positive): “…test scores positively predict teacher effectiveness; Dee (2004, 2005) finds that students perform better with same race and gender teachers; and Harris and Sass (2007) find some evidence that teacher professional development is positively correlated with student achievement in middle and…”