Broken Gears: The Value Added of Higher Education on Teachers' Academic Achievement

Autor/inn/en	Balcázar, Carlos Felipe; Ñopo, Hugo
Titel	Broken Gears: The Value Added of Higher Education on Teachers' Academic Achievement
Quelle	In: Higher Education: The International Journal of Higher Education Research, 72 (2016) 3, S.341-361 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-015-9960-0
Schlagwörter	Value Added Models; Higher Education; Academic Achievement; Teacher Effectiveness; Standardized Tests; Comparative Analysis; Foreign Countries; High School Students; College Students; Colombia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Standadised tests; Standardisierter Test; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Kolumbien
Abstract	Good teachers are essential for high-quality educational systems. However, little is known about teachers' skill formation during college. By combining two standardized tests for Colombian students, one taken at the end of senior year in high school and the other when students are near graduation from college, we test the extent to which students majoring in education relatively improve or deteriorate their skills in quantitative reasoning, native language and foreign language, in comparison with students in other programs. We find that teachers' skills vis-à-vis those in other majors deteriorate in quantitative reasoning and foreign language, although these skills deteriorate less for those in math-oriented and foreign language-oriented programs, respectively. For native language, we do not find evidence of robust differences in relative learning mobility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01