Does Teacher Training Affect Pupil Learning? Evidence from Matched Comparisons in Jerusalem Public Schools. NBER Working Paper Series.

Autor/inn/en	Angrist, Joshua D.; Lavy, Victor
Institution	National Bureau of Economic Research, Cambridge, MA.
Titel	Does Teacher Training Affect Pupil Learning? Evidence from Matched Comparisons in Jerusalem Public Schools. NBER Working Paper Series.
Quelle	(1998), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Educational Improvement; Elementary Education; Elementary School Teachers; Faculty Development; Foreign Countries; Inservice Teacher Education; Mathematics Achievement; Public Schools; Reading Achievement; Teacher Competencies; Teaching Skills; Israel (Jerusalem) + Suchen Sie Ihr Suchwort? Schulleistung; Teaching improvement; Unterrichtsentwicklung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Lehrerfortbildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Public school; Öffentliche Schule; Leseleistung; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	This paper estimates the effect of inservice teacher training on children's reading and mathematics achievement in Jerusalem elementary schools. The training was based on pedagogical methods developed in U.S. schools. The research used a matched-comparison design that exploited the fact that only a few schools received extra funds for training. Differences-in-differences, regression, and nonparametric matching estimates are reported. The results suggest that the training received by teachers in the non-religious branch of the Jerusalem school system led to an improvement in their students' test scores. The estimates for religious schools are not clear, but this may be because the training program in religious schools started later and was implemented on a smaller scale. The estimates for non-religious schools suggest that, at least in this case, teacher training provided a less costly means of increasing test scores than reducing class size or adding school hours. (Contains 33 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC