Jamaica : 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 and 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.

Bibliographic Details

Main Author:	World Bank
Language:	English en_US
Published:	Washington, DC 2012-01
Subjects:	ABSENTEEISM, ACADEMIC ACHIEVEMENT, ACADEMIC YEAR, ACCESS TO INFORMATION, ACCREDITATION, ACHIEVEMENT DATA, ACHIEVEMENT TESTS, ADVANCED EDUCATION, ADVANCED RESEARCH, CAREER, CAREER ADVANCEMENT, CAREER OPPORTUNITIES, CAREERS, CLASSROOM, CLASSROOM EXPERIENCE, CLASSROOM MANAGEMENT, CLASSROOM PERFORMANCE, CLASSROOM TEACHING, CLASSROOMS, COGNITIVE SKILLS, CONTEXTUAL FACTORS, CURRICULUM, DATA ON STUDENT ACHIEVEMENT, DISADVANTAGED POPULATIONS, DISADVANTAGED STUDENTS, ECONOMIC GROWTH, EDUCATION GOALS, EDUCATION LEADERSHIP, EDUCATION LEVEL, EDUCATION POLICIES, EDUCATION POLICY, EDUCATION PROGRAMS, EDUCATION QUALITY, EDUCATION SYSTEM, EDUCATION SYSTEMS, EDUCATIONAL ATTAINMENT, EDUCATIONAL EVALUATION, EFFECT ON STUDENT ACHIEVEMENT, EFFECTIVE TEACHERS, EFFECTIVE TEACHING, EMPLOYMENT, ENTRY REQUIREMENTS, EQUAL OPPORTUNITY, HUMAN DEVELOPMENT, INCENTIVES FOR TEACHERS, INSERVICE TEACHER TRAINING, INSTRUCTION, LEADERSHIP SKILLS, LEARNING, LIVING CONDITIONS, MINIMUM QUALIFICATIONS, PEDAGOGY, PRESERVICE TEACHER TRAINING, PRIMARY EDUCATION, PRIMARY EDUCATION TEACHERS, PRIMARY SCHOOL, PRIMARY SCHOOL TEACHERS, PROFESSIONAL DEVELOPMENT, PROFESSIONAL STANDARDS, QUALIFIED TEACHERS, QUALITY EDUCATION, QUALITY OF EDUCATION, QUALITY OF TEACHING, REGISTRATION OF TEACHERS, RESEARCH PROGRAMS, SCHOLARSHIPS, SCHOOL CAREER, SCHOOL HEADS, SCHOOL IMPROVEMENT, SCHOOL LEADERS, SCHOOL LEVEL, SCHOOL NETWORKS, SCHOOL PERFORMANCE, SCHOOL PRINCIPALS, SCHOOL SYSTEM, SCHOOL SYSTEMS, SCHOOL TEACHERS, SCHOOLING, SCHOOLS, SECONDARY EDUCATION, SECONDARY EDUCATION SYSTEMS, SECONDARY EDUCATION TEACHERS, SECONDARY SCHOOL, SECONDARY SCHOOL TEACHERS, SERVICE TRAINING, SKILLS REQUIREMENTS, SOCIAL SCIENCE, SOCIAL SCIENCE RESEARCH, STUDENT ACHIEVEMENT, STUDENT ASSESSMENT, STUDENT ASSESSMENT METHODS, STUDENT EVALUATION, STUDENT INFORMATION, STUDENT LEARNING, STUDENT OUTCOMES, STUDENT PERFORMANCE, STUDENT TEACHERS, SUBJECT AREAS, SUBJECT MATTER, SUBJECT MATTER KNOWLEDGE, SUBJECTS, TEACHER, TEACHER APPRAISAL, TEACHER DEPLOYMENT, TEACHER EDUCATION, TEACHER EVALUATIONS, TEACHER MANAGEMENT, TEACHER PAY, TEACHER PERFORMANCE, TEACHER PREPARATION, TEACHER PROFESSIONAL DEVELOPMENT, TEACHER PROMOTION, TEACHER QUALITY, TEACHER TRAINEES, TEACHER TRAINING, TEACHER TRAINING PROGRAMS, TEACHERS, TEACHING, TEACHING EXPERIENCE, TEACHING METHODS, TEACHING PRACTICE, TEACHING QUALITY, TERTIARY EDUCATION, TRAINEES, TRAINING OF TEACHERS, TRAINING PROGRAMS, YOUTH,
Online Access:	http://documents.worldbank.org/curated/en/2012/01/18100687/jamaica-teachers https://hdl.handle.net/10986/17673
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