Uganda : Teachers

Uganda : 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 V...

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Bibliographic Details
Main Author: World Bank
Format: Working Paper
Language:English
en_US
Published: Washington, DC 2014
Subjects:
COMPETENCE
DISADVANTAGED STUDENTS
EDUCATION
LEARNING DEFICITS
MOTIVATION
STUDENT ACHIEVEMENT
SUPPORT
TEACHER POLICIES
TEACHERS
Online Access:http://documents.worldbank.org/curated/en/2012/01/18078598/uganda-teachers
http://hdl.handle.net/10986/17676
id okr-10986-17676
recordtype oai_dc
spelling okr-10986-176762021-04-23T14:03:35Z Uganda : Teachers World Bank COMPETENCE DISADVANTAGED STUDENTS EDUCATION LEARNING DEFICITS MOTIVATION STUDENT ACHIEVEMENT SUPPORT TEACHER POLICIES 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 & 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. 2014-04-07T21:21:28Z 2014-04-07T21:21:28Z 2012-01 http://documents.worldbank.org/curated/en/2012/01/18078598/uganda-teachers http://hdl.handle.net/10986/17676 English en_US Systems Approach for Better Education Results (SABER) country report;2012 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ Washington, DC Publications & Research :: Working Paper Publications & Research Africa Uganda
repository_type Digital Repository
institution_category Foreign Institution
institution Digital Repositories
building World Bank Open Knowledge Repository
collection World Bank
language English
en_US
topic COMPETENCE
DISADVANTAGED STUDENTS
EDUCATION
LEARNING DEFICITS
MOTIVATION
STUDENT ACHIEVEMENT
SUPPORT
TEACHER POLICIES
TEACHERS
spellingShingle COMPETENCE
DISADVANTAGED STUDENTS
EDUCATION
LEARNING DEFICITS
MOTIVATION
STUDENT ACHIEVEMENT
SUPPORT
TEACHER POLICIES
TEACHERS
World Bank
Uganda : Teachers
geographic_facet Africa
Uganda
relation Systems Approach for Better Education Results (SABER) country report;2012
description 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 & 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.
format Publications & Research :: Working Paper
author World Bank
author_facet World Bank
author_sort World Bank
title Uganda : Teachers
title_short Uganda : Teachers
title_full Uganda : Teachers
title_fullStr Uganda : Teachers
title_full_unstemmed Uganda : Teachers
title_sort uganda : teachers
publisher Washington, DC
publishDate 2014
url http://documents.worldbank.org/curated/en/2012/01/18078598/uganda-teachers
http://hdl.handle.net/10986/17676
_version_ 1764436183692083200

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