Teacher Training, Teacher Quality, and Student Achievement. Working Paper 3.

By Douglas N. Harris, Tim R. Sass. 2007

129 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b2a791c86753f105d75849c4e3b42d346a98aab0

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1. David Blazar
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4. Kata Mihaly
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8. C. Koedel

Citations in the corpus

• Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors (2010, unknown): “…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…”
• Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement (2015, background): “…imperative (Hanushek, 2009), longstanding traditions that reward education and training or of- fer financial incentives based on student achievement have been met with limited success (Boyd, Grossman, Lankford, Loeb, & Wyckoff, 2006; Fryer, 2013; Harris & Sass, 2011; Springer et al., 2010).”
• 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).”
• Experimenting With Teacher Professional Development: Motives and Methods (2008, background): “The results of the observational study described earlier suggested that content-focused PD received by middle school mathematics teachers may have an impact on student achievement in the year following participation in the PD but not during the year of participation (Harris & Sass, 2007).”
• Value-added modeling: A review (2015, background): “Harris and Sass (2014) and Jacob and Lefgren (2008) correlate teacher value-added with principal ratings from surveys. Jacob and Lefgren (2008) report a correlation of 0.32 between estimates of teacher value-added in math and principal ratings based on principals’ beliefs about the ability of teache”