Nigeria : Anambra Teachers

Research suggests 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, 2006; Nye et al, 2004; Park and Hannum, 2001; Rivkin et al, 2005; Rockoff, 2004; Sanders, 1998; Sanders and Rivers 1996; and Vignoles et al, 2000). However, it is not yet clear exactly which teacher policies can raise teacher effectiveness (Goldhaber, 2002 and Rivkin et al, 2005). Thus, devising effective policies to improve teaching quality remains a challenge. The eight policy goals includes the following headings: setting clear expectations for teachers; attracting the best into teaching; preparing teachers with useful training and experience; matching teachers' skills with students' needs; leading teachers with strong principals; monitoring teaching and learning; supporting teachers to improve instruction; and motivating teachers to perform.

Bibliographic Details

Main Author:	World Bank
Format:	Working Paper biblioteca
Language:	English en_US
Published:	Washington, DC 2012-01
Subjects:	ACADEMIC ACHIEVEMENT, ACADEMIC PERFORMANCE, ACCREDITATION, ACHIEVEMENT DATA, ACHIEVEMENT TESTS, BASIC SKILLS, BEGINNING TEACHERS, BETTER TEACHERS, BUSINESS SCHOOL, CAREER, CAREER OPPORTUNITIES, CAREER PATHS, CAREERS, CERTIFIED TEACHERS, CLASS SIZE, CLASS TIME, CLASSROOM, CLASSROOM CHARACTERISTICS, CLASSROOM EXPERIENCE, CLASSROOM INSTRUCTION, CLASSROOM MANAGEMENT, CLASSROOM PRACTICE, CLASSROOM TEACHING, CLASSROOMS, CURRICULA, CURRICULUM, DECENTRALIZATION, DECENTRALIZATION OF EDUCATION, DISADVANTAGED STUDENTS, EARLY GRADES, ECONOMICS OF EDUCATION, EDUCATION ECONOMICS, EDUCATION FINANCE, EDUCATION OUTCOMES, EDUCATION POLICY, EDUCATION QUALITY, EDUCATION REFORM, EDUCATION REFORMS, EDUCATION SECTOR, EDUCATION SYSTEM, EDUCATION SYSTEMS, EDUCATIONAL ACHIEVEMENT, EDUCATIONAL EVALUATION, EDUCATIONAL OUTCOMES, EDUCATIONAL OUTPUT, EDUCATIONAL PERFORMANCE, EDUCATIONAL POLICY, EDUCATIONAL QUALITY, EDUCATIONAL RESEARCH, EDUCATIONAL TESTING, EDUCATORS, EFFECTIVE TEACHERS, EMPLOYMENT, ENTRY REQUIREMENTS, EQUAL OPPORTUNITY, ETHICS, EVALUATION OF EDUCATION, EXAMS, EXPENDITURES, EXPERIENCED TEACHERS, GENDER DIFFERENCES, GRADING, GRADUATION RATES, HIGH SCHOOL, HIGH SCHOOLS, HUMAN DEVELOPMENT, HUMAN RESOURCES, INCENTIVES FOR TEACHERS, INSTRUCTION, INSTRUCTIONAL TIME, INTERVENTIONS, LABOR FORCE, LABOR MARKETS, LEADERSHIP, LEARNING, LEARNING ACHIEVEMENT, LEARNING LEVELS, LEARNING OUTCOMES, LESSON PLANNING, LET, LITERATURE, MASTER TEACHERS, MATH TEACHERS, MIDDLE SCHOOL, NATIONAL ASSESSMENTS, NATIONAL CURRICULUM, NATIONAL UNIVERSITY, NUMBER OF TEACHERS, PAPERS, PEDAGOGY, PRESERVICE TEACHER TRAINING, PRIMARY SCHOOL, PRIMARY SCHOOL STUDENTS, PRIMARY SCHOOL TEACHERS, PRIVATE SCHOOLS, PROFESSIONAL DEVELOPMENT, PUBLIC SCHOOL, PUBLIC SCHOOLING, PUBLIC SCHOOLS, PUPIL PERFORMANCE, QUALIFIED TEACHERS, QUALITY OF EDUCATION, QUALITY OF TEACHERS, QUALITY TEACHERS, READING, RESEARCH REPORT, SANITATION, SCHOLASTIC ACHIEVEMENT, SCHOOL ADMINISTRATORS, SCHOOL AUTONOMY, SCHOOL DISTRICT, SCHOOL EFFECTIVENESS, SCHOOL EFFECTS, SCHOOL EXPERIENCE, SCHOOL FINANCE, SCHOOL HEADS, SCHOOL HOURS, SCHOOL INFRASTRUCTURE, SCHOOL LEADERS, SCHOOL LEVEL, SCHOOL MANAGEMENT, SCHOOL OWNERS, SCHOOL PERFORMANCE, SCHOOL PRINCIPALS, SCHOOL QUALITY, SCHOOL SYSTEMS, SCHOOL TEACHER, SCHOOL YEAR, SCHOOLING, SCHOOLING QUALITY, SCHOOLS, SCIENCE ACHIEVEMENT, SCIENCE TEACHERS, SECONDARY EDUCATION, SECONDARY SCHOOL, SECONDARY SCHOOL STUDENTS, SECONDARY SCHOOL TEACHER, SECONDARY SCHOOL TEACHERS, SERVICE TRAINING, SKILLED TEACHERS, SMALL SCHOOLS, SOCIAL SCIENCE, SOCIAL SCIENCE RESEARCH, SPECIAL LEARNING, SPECIAL LEARNING NEEDS, STUDENT ACHIEVEMENT, STUDENT LEARNING, STUDENT LEARNING ASSESSMENT, STUDENT LEARNING OUTCOMES, STUDENT OUTCOMES, STUDENT PERFORMANCE, STUDENT POPULATION, STUDENT POPULATIONS, STUDENT TEACHERS, STUDENTS PER TEACHER, SUBJECT MATTER, SUBJECTS, TEACHER, TEACHER ABSENTEEISM, TEACHER ATTRITION, TEACHER BEHAVIOR, TEACHER CERTIFICATION, TEACHER DEVELOPMENT, TEACHER EDUCATION, TEACHER EDUCATION REFORM, TEACHER EFFECTIVENESS, TEACHER EVALUATION, TEACHER EVALUATIONS, TEACHER HIRING, TEACHER INCENTIVES, TEACHER KNOWLEDGE, TEACHER MANAGEMENT, TEACHER MOBILITY, TEACHER ORGANIZATIONS, TEACHER PAY, TEACHER PERFORMANCE, TEACHER PERFORMANCE APPRAISAL, TEACHER PREPARATION, TEACHER PROFESSIONAL DEVELOPMENT, TEACHER QUALIFICATIONS, TEACHER QUALITY, TEACHER RECRUITMENT, TEACHER SALARIES, TEACHER SHORTAGE, TEACHER SHORTAGES, TEACHER SUPPLY, TEACHER SUPPORT, TEACHER TRAINING, TEACHER TRAINING PROGRAMS, TEACHER TURNOVER, TEACHER UNIONS, TEACHER WORKFORCE, TEACHERS, TEACHING, TEACHING ASSIGNMENTS, TEACHING EXPERIENCE, TEACHING FORCE, TEACHING PERFORMANCE, TEACHING QUALITY, TEACHING STAFF, TENURE, TEST SCORES, TEXTBOOK, TRAINING PROGRAMS, UNIVERSITY GRADUATES, URBAN SCHOOL, URBAN SCHOOLS, WORKERS, YOUTH,
Online Access:	http://documents.worldbank.org/curated/en/2012/01/18090899/nigeria-anambra-teachers http://hdl.handle.net/10986/17674
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