Can effective teacher behavior be identified?

Autor/in	Bonesroenning, Hans
Titel	Can effective teacher behavior be identified?
Quelle	In: Economics of education review, 23 (2004) 3, S. 237-247Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 14; Tabellen 5
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2003.07.002
Schlagwörter	Empirische Untersuchung; Verhalten; Lehrer; Schüler; Leistungsbeurteilung; Schulnote; Schülerleistung; Unterricht; Ökonometrie; Effektivität; Leistung; Qualität; Norwegen
Abstract	The present paper departs from the hypothesis that successful teachers are characterized by being able to manipulate student effort. Grading is identified as a potential teachers' tool, and its quantitative importance is investigated by estimation of an education production function. The main econometric problems are omitted variables biases due to correlations between different elements in the teacher behavior vector, and teacher behavior that is endogenous to student achievement. A large number of variables describing teacher behavior, a difference-in-differences approach, and finally, an instrumental variable approach are offered as solutions. Notably, the grading practices turn out to be correlated with the number of schools in the municipality; thus identifying the number of schools as a credible instrumental variable. Hard grading leads to improved achievement, but hard grading is less likely to occur in competitive environments. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005_(CD)