Teacher qualifications and early learning: Effects of certification, degree, and experience on first-grade student achievement

Croninger, Robert G.; Rice, Jennifer King; Rathbun, Amy; Nishio, Masako

doi:10.1016/j.econedurev.2005.05.008

Cited by 185 publications

(148 citation statements)

References 13 publications

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“…La literatura presenta evidencia sobre los efectos positivos en el aprendizaje de los estudiantes del nú-mero de profesores (Kolpin & Singel, 1996;Fligio, 1999;Borjas & Acosta, 2000), así como su nivel educativo (Jepsen, 2005;Croninger, Rice, Rathbun & Nishio, 2007;Fligio & Kenny, 2007) y experiencia (Walstad & Rebeck, 2001;Jepsen, 2005;Borman & Kimball, 2005 En cuanto a la dedicación al programa, hay un mayor porcentaje de profesores de planta frente a los de cátedra en todas las áreas a excepción de Historia y Pensamiento Económico, respectivamente la relación es un 58% -42% para las tres primeras.…”

Section: Profesoresunclassified

La formación del economista en Colombia

Espinel

Árias

2014

Rev. fac. cien. econ.

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ResumenEl objetivo de este artículo es estudiar las características de la educación recibida por los estudiantes de economía en Colombia. Para tal fin, se realizó un análisis de las condiciones socio-económicas, preferencias y desenvolvimiento dentro de la carrera, así como del marco institucional y académico a partir del análisis estadístico de una muestra de 3.404 estudiantes pertenecientes a 60 instituciones de educación superior que ofrecieron el programa de economía en el país durante el año 2007. Se encontró que el 57,04% eran mujeres, que en promedio tenían 24 años de edad, con padres que alcanzaron niveles educativos de posgrado y secundaria, ingresos por hogar entre 2 y 3 salarios mínimos, que estudiaron en mayor proporción en colegios privados (de calendario A), que sus principales fuentes de financiación fueron recursos familiares y crédito, que el 36,35% laboraron mientras estudiaron, que dedicaron 87 minutos semanales al estudio independiente por hora de clase y que consultaron tres veces en promedio por semana recursos bibliográficos. Adicionalmente, no se evidenciaron diferencias entre el número de asignaturas y créditos en los planes de estudios de programas acreditados y no acreditados, pero las instituciones acreditadas tuvieron un promedio mayor de monitores, junto a más recursos bibliográficos y físicos. Palabras clave: Calidad en la educación, Desempeño académico, Educación superior, Enseñanza en los programas de economía, Estudiantes de economía, Colombia. EDUCATION FOR ECONOMIST PROFESSIONALS IN COLOMBIA AbstractThe aim of this paper is to study education characteristics received by economics students in Colombia. To this end, an analysis of socio-economic conditions, preferences and development within the career was developed, as well as an institutional and academic framework from statistical analysis from a sample of 3.404 students considering 60 higher education institutions that offered economics program in the country in 2007. It was found that 57,04% were women, who were in average 24 *

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Section: Profesoresunclassified

La formación del economista en Colombia

Espinel

Árias

2014

Rev. fac. cien. econ.

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“…Teachers are too often unprepared in terms of both their science subject matter and pedagogical knowledge (NSB 2004;NCES 2004). Science teachers' content knowledge (e.g., Brewer 1997, 1998;Monk 1994) and pedagogical content knowledge (e.g., Croninger et al 2007) positively correlate with student achievement. Unfortunately students' access to high quality teachers is uneven (Akiba et al 2007;Peske and Haycock 2006).…”

Section: Introductionmentioning

confidence: 99%

Getting from Here to There: The Roles of Policy Makers and Principals in Increasing Science Teacher Quality

Shen

Gerard

Bowyer

2010

Journal of Science Teacher Education

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In this study we investigate how federal and state policy makers, and school principals are working to improve science teacher quality. Interviews, focused discussions, and policy documents serve as the primary data source. Findings suggest that both policy makers and principals prioritize increasing incentives for teachers entering the science teaching profession, providing professional development for new teachers, and using students' data to evaluate and improve instruction. Differences between the two leadership groups emerged in terms of the grain size and practicality of their concerns. Our findings indicate that the complexity of educational challenges to improve science teacher quality call for the co-construction of policy by multiple constituent groups including school principals, federal and state policy makers, and science education researchers.

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“…To conclude, Croninger, Rice, Rathbun, and Nishio (2007) posited teacher preparation were better predictors of student achievement, particularly coursework covered in teacher preparation programs. However, the influence of teacher qualifications on student achievement may depend on individual teacher and collective teacher characteristics (Croninger et al, 2007). Also, teachers who enter teaching through ACPs were more likely to leave teaching than traditionally certified teachers.…”

Section: Teacher Experience and Teacher Effectivenessmentioning

confidence: 99%

An examination of individual teacher engagement and school climate characteristics that influence highly effective veteran teachers to remain teaching in low-performing schools.

Blackman¹

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Teacher qualifications and early learning: Effects of certification, degree, and experience on first-grade student achievement

Cited by 185 publications

References 13 publications

La formación del economista en Colombia

La formación del economista en Colombia

Getting from Here to There: The Roles of Policy Makers and Principals in Increasing Science Teacher Quality

An examination of individual teacher engagement and school climate characteristics that influence highly effective veteran teachers to remain teaching in low-performing schools.

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