How to Improve the Supply of High-Quality Teachers

By Eric A. Hanushek, Steven G. Rivkin. 2004

283 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b5dc097bb1ad42d2734ce8f747cf4c3e965bcaca

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In Education

Citations in the corpus

Identifying Effective Teachers Using Performance on the Job. The Hamilton Project Policy Brief No. 2006-01. (2006, background): “In related research, Hanushek and Rivkin (2004) summarize the research on the predictive power of master’s degree completion and find little consistent evidence that graduate degree attainment can identify effective teachers.”
The Economics of School Quality (2005, background): “A variety of alternative incentives schemes have been suggested, although we have little experience with any of them (Hanushek and Rivkin, 2004).”
Pre-Service Teachers: Dispositional Traits, Emotional States, and Quality of Teacher-Student Interactions (2011, background): “Teacher credentials, however, have shown little predictive value in identifying which teachers are most successful for student outcomes (Hanushek & Rivkin, 2004; Pianta & Allen, 2008).”
What Are the Effects of Teacher Education and Preparation on Beginning Teacher Attrition? CPRE Research Report. #RR-82. (2014, background): “Taking the opposite perspective are those who argue that entry into the teaching occupation is already plagued by unusually restrictive and unnecessarily rigid entry barriers (e.g., Ballou, 1996; Finn, Kanstoroom, & Petrilli, 1999; Hanushek & Rivkin, 2004; Walsh, 2001).”
Initial motivations for teaching: comparison between preservice teachers in the United States and China (2012, background): “…US (Darling-Hammond, 2000; Ingersoll, 2001, 2007; Smethem, 2007) and the short supply of qualified teachers and the high rates of teacher turnover are especially evident in difficult-to-staff urban settings serving low-income communities (Hanushek & Rivkin, 2004; Johnson, Berg, & Donaldson, 2005).”