Norway Teachers
All high-performing education systems fulfil these eight teacher policy goals to a certain extent in order to ensure that every classroom has a motivated, supported and competent teacher. These goals were identified through a review of research stu...
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| Main Author: | |
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| Format: | Online |
| Language: | English |
| Published: |
World Bank, Washington, DC
2018
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/105111520619750746/SABER-Teachers-Norway-Country-Report-2015 https://hdl.handle.net/10986/29524 |
| _version_ | 1866368660384251904 |
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| author | World Bank |
| author_facet | World Bank |
| author_sort | World Bank |
| collection | Colección Documentos Técnicos |
| description | All high-performing education systems
fulfil these eight teacher policy goals to a certain extent
in order to ensure that every classroom has a motivated,
supported and competent teacher. These goals were identified
through a review of research studies on teacher policies, as
well as an analysis of policies of top-performing and
rapidly improving education systems. Three criteria were
used to identify the teacher policy goals, which had to be:
(1) linked to student performance through empirical
evidence; (2) a priority for resource allocation; and (3)
actionable, meaning they identify actions that governments
can take to improve the education policy. The eight teacher
policy goals exclude other objectives that countries might
wish to pursue to increase the effectiveness of their
teachers, but on which there is too little empirical
evidence at present to allow for specific policy recommendations. |
| format | Online Report |
| id | wb-10986-29524 |
| institution | Banco Mundial |
| language | English |
| publishDate | 2018 |
| publisher | World Bank, Washington, DC |
| record_format | dspace |
| spelling | wb-10986-295242025-04-10T15:28:58Z Norway Teachers SABER Country Report 2015 World Bank TEACHER EFFECTIVENESS TEACHER TRAINING TEACHER SKILLS SCHOOL PRINCIPALS TEACHER PROFESSIONAL DEVELOPMENT MOTIVATIONS SECONDARY EDUCATION PRIMARY EDUCATION All high-performing education systems fulfil these eight teacher policy goals to a certain extent in order to ensure that every classroom has a motivated, supported and competent teacher. These goals were identified through a review of research studies on teacher policies, as well as an analysis of policies of top-performing and rapidly improving education systems. Three criteria were used to identify the teacher policy goals, which had to be: (1) linked to student performance through empirical evidence; (2) a priority for resource allocation; and (3) actionable, meaning they identify actions that governments can take to improve the education policy. The eight teacher policy goals exclude other objectives that countries might wish to pursue to increase the effectiveness of their teachers, but on which there is too little empirical evidence at present to allow for specific policy recommendations. 2018-03-28T15:31:34Z 2018-03-28T15:31:34Z 2018-01-15 Report Rapport Informe http://documents.worldbank.org/curated/en/105111520619750746/SABER-Teachers-Norway-Country-Report-2015 https://hdl.handle.net/10986/29524 10.1596/29524 English Systems Approach for Better Education Results; CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank application/pdf text/plain World Bank, Washington, DC |
| spellingShingle | TEACHER EFFECTIVENESS TEACHER TRAINING TEACHER SKILLS SCHOOL PRINCIPALS TEACHER PROFESSIONAL DEVELOPMENT MOTIVATIONS SECONDARY EDUCATION PRIMARY EDUCATION World Bank Norway Teachers |
| title | Norway Teachers |
| title_full | Norway Teachers |
| title_fullStr | Norway Teachers |
| title_full_unstemmed | Norway Teachers |
| title_short | Norway Teachers |
| title_sort | norway teachers |
| topic | TEACHER EFFECTIVENESS TEACHER TRAINING TEACHER SKILLS SCHOOL PRINCIPALS TEACHER PROFESSIONAL DEVELOPMENT MOTIVATIONS SECONDARY EDUCATION PRIMARY EDUCATION |
| url | http://documents.worldbank.org/curated/en/105111520619750746/SABER-Teachers-Norway-Country-Report-2015 https://hdl.handle.net/10986/29524 |
| work_keys_str_mv | AT worldbank norwayteachers AT worldbank sabercountryreport2015 |