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dc.titleTheory and Evidence on Teacher Policies in Developed and Developing Countries
dc.contributor.authorVegas, Emiliana
dc.contributor.authorGanimian, Alejandro
dc.contributor.orgunitEducation Division
dc.coverageCentral America
dc.coverageSouth America
dc.date.available2013-09-10T00:00:00
dc.date.issue2013-08-01T00:00:00
dc.description.abstractThe past decade has seen the emergence of numerous rigorous impact evaluations of teacher policies. This paper reviews the economic theory and empirical evidence on eight teacher policy goals: (1) setting clear expectations for teachers; (2) attracting the best into teaching; (3) preparing teachers with useful training and experience; (4) matching teachers' skills with students' needs; (5) leading teachers with strong principals; (6) monitoring teaching and learning; (7) supporting teachers to improve instruction; and (8) motivating teachers to perform. The paper also discusses key concepts and methods in econometrics to understand existing studies and offers some directions for future research.
dc.format.extent79;95
dc.identifier.doihttp://dx.doi.org/10.18235/0012277
dc.identifier.urlhttps://publications.iadb.org/publications/english/document/Theory-and-Evidence-on-Teacher-Policies-in-Developed-and-Developing-Countries.pdf
dc.identifier.urlhttps://publications.iadb.org/publications/spanish/document/Teoría-y-evidencia-sobre-las-políticas-docentes-en-países-desarrollados-y-en-desarrollo.pdf
dc.language.isoen
dc.mediumAdobe PDF
dc.publisherInter-American Development Bank
dc.subjectTeaching Effectiveness
dc.subjectEducational Evaluation
dc.subjectPoverty
dc.subject.jelcodeI25 - Education and Economic Development
dc.subject.jelcodeI21 - Analysis of Education
dc.subject.jelcodeJ45 - Public Sector Labor Markets
dc.subject.keywordsEDUCATION; ANALYSIS OF EDUCATION
dc.typeWorking Papers
idb.identifier.pubnumberWorking Papers
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