Do teacher characteristics matter? New results on the effects of teacher preparation on student achievement

Kukla-Acevedo, Sharon

doi:10.1016/j.econedurev.2007.10.007

Cited by 96 publications

(52 citation statements)

References 13 publications

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“…However, recent studies that focus on the impact of teacher quality on student achievement by specifically evaluating teacher knowledge demonstrate considerable consensus. These studies generally proxy teacher knowledge by specific subject matter, certification, course grades, GPA, or NTBS certification (Goldhaber & Anthony, 2007;Goldhaber & Brewer, 1997Kukla-Acevedo, 2009;.…”

Section: Review Of Literaturementioning

confidence: 99%

Impact of Teacher’s Background and Behavior on Students Learning

Abida

Yasmin

Azeem

2011

ijhrs

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The major purpose of the study was to identify the impact of teacher"s background and teacher"s behavior on students learning. The present study is descriptive in nature. The data were collected from the wide verity of sources. Due to the financial constraint, it was delimited to two districts of Sahiwal division, i.e., Pakpattan and Sahiwal. The population of the study comprised of 4746 teachers, 164876 students and 237 secondary and higher secondary schools in public sector in the division of Sahiwal. The present study aimed to explore the data about the teachers" background and their behavior on students learning. In order to determine these variables, the researcher developed a questionnaire on the five point Likert scale. Supervisor and other educational experts were consulted during the development of instrument before the finalization and validation of questionnaire. Questionnaires were distributed among the students of two districts of Sahiwal division. The instrument of study revised through piloting the items the data were collected by researcher personally and with the help of brothers and friends. The data were analyzed by using SPSS version 16. Finally 850 questionnaires were returned back to the respondents representing the sample of the study. It was survey type study. This is an in-depth study of students learning in English subjects regarding the teacher"s background and teacher"s behavior. The study generated following major findings that majority of teachers follow text books while teaching; ISSN 2162-3058 2011 www.macrothink.org/ijhrs 61 provide information other than text book, they regular and punctual, their style of teaching help the students in learning. These teachers are co-operative with students but they did not ignore the mistakes of their students. However, they care about the emotions of students and give them moral training. Moreover the overall impact of teachers" behavior on students learning was not significant. International Journal of Human Resource Studies

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Section: Review Of Literaturementioning

confidence: 99%

Impact of Teacher’s Background and Behavior on Students Learning

Abida

Yasmin

Azeem

2011

ijhrs

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“…Grosso modo, unas han indagado en los perfiles de los maestros que ejercen una mayor y mejor influencia educativa y personal en los alumnos (Cooper y McIntyre, 1996;Opdenakker y Van Damme, 2006;Kukla-Acevedo, 2009;Timmerman, 2009); y otras se han centrado en las razones y motivaciones que mueven a querer formar parte de ese grupo especial de personas del que hablaba Dewey (Richardson, 1996;Abrandt y Hammar, 2009;Trent, 2011;Caires, Almeida y Vieira, 2012;Stenberg, Karlsson, Pitkaniemi y Katriina, 2014). Dichas investigaciones, aunque nos sitúan ante un asunto complejo (Woods y Jeffrey, 1996;Korthagen, 2004), nos permiten construir tres categorías o tipologías que reúnen los rasgos y las características más relevantes del buen maestro, y las razones o motivaciones más destacadas para querer llegar a serlo.…”

Section: Marco Teóricounclassified

¿por Qué Quieres Ser Maestro?, ¿cómo Es Un Buen Maestro? Ideas Para La Formación Universitaria

Bara

Vinagre²

2016

Bordon

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“…Debido a la importancia que en los últimos años ha probado tener -en el ámbito escolar-la calidad de un profesor sobre los resultados de los alumnos (Bravo, et al, 2008;León, et al, 2009;Kukla-Acevedo, 2009;Hanushek, et al, 2005;Rivkin et al, 2005;Hanusheck, 2004;Barber and Mourshed, 2008), es importante que el mecanismo que puede regular la calidad de la formación de profesores en Chile sea capaz de garantizar la calidad de los programas de FID.…”

Section: Antecedentes Teórico-empíricosunclassified

Procesos De Acreditación De Pedagogías: Un Estudio Del Quehacer De Las Agencias

Domínguez

Bascopé²,

Carrillo

et al. 2012

Calidad en la educación

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RESUMENEsta investigación estudió los procedimientos de la acreditación de pedagogías por parte de las agencias. El análisis describió los procedimientos concretos de los procesos de evaluación de programas de las agencias para observar si son confiables o si dependen del criterio de la agencia. Los resultados muestran que si bien las agencias cumplen la normativa vigente, los aspectos que están normados y que cuentan con descripciones precisas del modo de proceder son muy pocos con relación a la enorme cantidad de procedimientos y decisiones que deben llevar a cabo estos organismos y que, por tanto, su quehacer tiene mucho de discrecional.Palabras clave: acreditación, agencias, FID, confiabilidad, accountability. ACCREDITATION PROCESSES IN PEDAGOGIES: STUDY ABOUT THE AGENCIES' PERFORMANCE ABSTRACT This paper reports results from a research on procedures for accreditation of ITT programs that

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Do teacher characteristics matter? New results on the effects of teacher preparation on student achievement

Cited by 96 publications

References 13 publications

Impact of Teacher’s Background and Behavior on Students Learning

Impact of Teacher’s Background and Behavior on Students Learning

¿por Qué Quieres Ser Maestro?, ¿cómo Es Un Buen Maestro? Ideas Para La Formación Universitaria

Procesos De Acreditación De Pedagogías: Un Estudio Del Quehacer De Las Agencias

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