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  • 1
    Online Resource
    Online Resource
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Language: English
    Pages: 1 Online-Ressource (circa 23 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9006
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Ponte Barbosa, Marcelo Requirements to be a Teacher in Brazil: Effective or Not?
    Keywords: Graue Literatur
    Abstract: Policy makers in Brazil attempted to improve human capital through changes in the legislated requirements for teacher education in 1996. They passed a national Law of Guidelines and Standards of Education that established 2007 as the deadline for all Brazilian basic education teachers to have tertiary education-level qualifications. This implied a significant change in the profile of teachers in basic education and in the provision of pre-service training. The objective of this study is to investigate the effects of the increase in the share of public upper secondary school teachers with higher education on students' performance in math and Portuguese and analyze the role of the pre-service training framework in the quality of teachers in recent years. The study carried out an empirical analysis to estimate the average treatment effect on the treated on public upper secondary students through the combination of difference-in-difference and propensity score matching methods. The analysis found no evidence of positive effects on Portuguese scores, and despite the statistically significant positive effect of the rise in teachers with higher education on math scores, there was no effect from specific math training. Finally, the paper discusses the possible reason for the ineffectiveness of teacher pre-service training, such as the quality of the training delivered by distance learning modalities and the low performance of the secondary students who enter the teacher schools
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  • 2
    Online Resource
    Online Resource
    [Washington, DC, USA] : World Bank Group, Development Economics, Development Research Group
    Language: English
    Pages: 1 Online-Ressource (circa 72 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9007
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Giambra, Samuele Self-Employment and Migration
    Keywords: Graue Literatur
    Abstract: There is a widespread policy view that a lack of job opportunities at home is a key reason for migration, accompanied by suggestions of the need to spend more on creating these opportunities to reduce migration. Self-employment is widespread in poor countries, and faced with a lack of existing jobs, providing more opportunities for people to start businesses is a key policy option. But empirical evidence to support this idea is slight, and economic theory offers several reasons why the self-employed may be more likely to migrate. This paper puts together panel surveys from eight countries to descriptively examine the relationship between migration and self-employment, finding that the self-employed are indeed less likely to migrate than wage workers or the unemployed. The paper then analyzes seven randomized experiments that increased self-employment, and finds that their causal impacts on migration are negative on average, but often small in magnitude
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  • 3
    Language: English
    Pages: 1 Online-Ressource (44 p)
    Series Statement: World Bank E-Library Archive
    Parallel Title: Erscheint auch als Bruns, Barbara Through the Looking Glass: Can Classroom Observation and Coaching Improve Teacher Performance in Brazil?
    Abstract: This study conducted a randomized evaluation of a program in the Brazilian state of Ceara. The program was designed to improve teachers' effectiveness by increasing their professional interaction and sharing of classroom practice. In 175 of 350 secondary schools, teachers were provided with benchmarked feedback from classroom observations and access to expert coaching. Schools' uptake of the coaching program was high (85 percent). Over a single school year, the program increased teachers' time on instruction and student engagement and produced statistically significant gains in student learning on the Ceara state assessment and the national secondary school exit exam. Controlling for individual students' prior-year learning outcomes, schools exposed to the program had 0.05-0.09 standard deviation higher performance on the state test and 0.04-0.06 standard deviation higher scores on the national test. Implementation fidelity strongly boosted program impacts. In the 49 schools where the pedagogical coordinators achieved the highest certification at the end of the program, student scores were 0.13-0.23 standard deviation higher on the state test and 0.13-0.17 standard deviation higher on the national test. Coaching delivered by Skype kept the costs of the program low
    URL: Volltext  (Deutschlandweit zugänglich)
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