Uganda : Teachers
There is increasing interest across the globe in attracting, retaining, developing, and motivating great teachers. Student achievement has been found to correlate with economic and social progress (Hanushek and Woessmann 2007, 2009; Pritchett and V...
Saved in:
| Main Author: | |
|---|---|
| Format: | Online |
| Language: | English en_US |
| Published: |
Washington, DC
2014
|
| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2012/01/18078598/uganda-teachers https://hdl.handle.net/10986/17676 https://doi.org/10.1596/17676 |
| _version_ | 1866368673450557440 |
|---|---|
| author | World Bank |
| author_facet | World Bank |
| author_sort | World Bank |
| collection | Colección Documentos Técnicos |
| description | There is increasing interest across the
globe in attracting, retaining, developing, and motivating
great teachers. Student achievement has been found to
correlate with economic and social progress (Hanushek and
Woessmann 2007, 2009; Pritchett and Viarengo 2009; Campante
and Glaeser 2009), and teachers are key: recent studies have
shown that teacher quality is the main school-based
predictor of student achievement and that several
consecutive years of outstanding teaching can offset the
learning deficits of disadvantaged students (Hanushek &
Rivkin 2010; Rivkin, et al. 2005; Nye et al. 2004; Rockoff
2004; Park and Hannum 2001; Sanders and Rivers 1996).
However, achieving the right teacher policies to ensure that
every classroom has a motivated, supported, and competent
teacher remains a challenge, because evidence on the impacts
of many teacher policies remains insufficient and scattered,
the impact of many reforms depends on specific design
features, and teacher policies can have very different
impacts depending on the context and other education
policies in place. |
| format | Online |
| id | wb-10986-17676 |
| institution | Banco Mundial |
| language | English en_US |
| publishDate | 2014 |
| publisher | Washington, DC |
| record_format | dspace |
| spelling | wb-10986-176762025-04-28T07:08:40Z Uganda : Teachers World Bank COMPETENCE DISADVANTAGED STUDENTS EDUCATION LEARNING DEFICITS MOTIVATION STUDENT ACHIEVEMENT SUPPORT TEACHER POLICIES TEACHERS There is increasing interest across the globe in attracting, retaining, developing, and motivating great teachers. Student achievement has been found to correlate with economic and social progress (Hanushek and Woessmann 2007, 2009; Pritchett and Viarengo 2009; Campante and Glaeser 2009), and teachers are key: recent studies have shown that teacher quality is the main school-based predictor of student achievement and that several consecutive years of outstanding teaching can offset the learning deficits of disadvantaged students (Hanushek & Rivkin 2010; Rivkin, et al. 2005; Nye et al. 2004; Rockoff 2004; Park and Hannum 2001; Sanders and Rivers 1996). However, achieving the right teacher policies to ensure that every classroom has a motivated, supported, and competent teacher remains a challenge, because evidence on the impacts of many teacher policies remains insufficient and scattered, the impact of many reforms depends on specific design features, and teacher policies can have very different impacts depending on the context and other education policies in place. 2014-04-07T21:21:28Z 2014-04-07T21:21:28Z 2012-01 http://documents.worldbank.org/curated/en/2012/01/18078598/uganda-teachers https://hdl.handle.net/10986/17676 https://doi.org/10.1596/17676 English en_US Systems Approach for Better Education Results (SABER) country report;2012 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ application/pdf text/plain Washington, DC |
| spellingShingle | COMPETENCE DISADVANTAGED STUDENTS EDUCATION LEARNING DEFICITS MOTIVATION STUDENT ACHIEVEMENT SUPPORT TEACHER POLICIES TEACHERS World Bank Uganda : Teachers |
| title | Uganda : Teachers |
| title_full | Uganda : Teachers |
| title_fullStr | Uganda : Teachers |
| title_full_unstemmed | Uganda : Teachers |
| title_short | Uganda : Teachers |
| title_sort | uganda teachers |
| topic | COMPETENCE DISADVANTAGED STUDENTS EDUCATION LEARNING DEFICITS MOTIVATION STUDENT ACHIEVEMENT SUPPORT TEACHER POLICIES TEACHERS |
| url | http://documents.worldbank.org/curated/en/2012/01/18078598/uganda-teachers https://hdl.handle.net/10986/17676 https://doi.org/10.1596/17676 |
| work_keys_str_mv | AT worldbank ugandateachers |