The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. Program on Education Policy and Governance Working Papers Series. PEPG 14-06

Autor/inn/en	Hanushek, Eric A.; Piopiunik, Marc; Wiederhold, Simon
Institution	Harvard University, Program on Education Policy and Governance
Titel	The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. Program on Education Policy and Governance Working Papers Series. PEPG 14-06
Quelle	(2014), (55 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Teacher Characteristics; Thinking Skills; Academic Achievement; Teacher Influence; Teacher Effectiveness; International Assessment; Scores; Developed Nations; Differences; Wages; Government Employees; Elementary School Teachers; Secondary School Teachers; Foreign Countries; Australia; Austria; Belgium; Canada; Czech Republic; Denmark; Estonia; Finland; France; Germany; Ireland; Italy; Japan; Netherlands; Norway; Poland; Russia; Slovakia; South Korea; Spain; Sweden; United Kingdom; United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Denkfähigkeit; Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Developed countries; Industriestaat; Industrieland; Unterscheiden; Wage; Löhne; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Australien; Österreich; Belgien; Kanada; Tschechische Republik; Dänemark; Estland; Finnland; Frankreich; Deutschland; Irland; Italien; Niederlande; Norwegen; Polen; Russland; Slowakei; Korea; Republik; Spanien; Schweden; Großbritannien; USA
Abstract	Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the role of teacher cognitive skills as one main dimension of teacher quality in explaining student outcomes. Our main identification strategy exploits exogenous variation in teacher cognitive skills attributable to international differences in relative wages of nonteacher public sector employees. Using student-level test score data, we find that teacher cognitive skills are an important determinant of international differences in student performance. Results are supported by fixed-effects estimation that uses within-country between-subject variation in teacher skills. (As Provided).
Anmerkungen	Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg@fas.harvard.edu; Web site: http://www.hks.harvard.edu/pepg
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01