Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/176863 
Autor:innen: 
Erscheinungsjahr: 
2017
Schriftenreihe/Nr.: 
ifo Working Paper No. 243
Verlag: 
ifo Institute - Leibniz Institute for Economic Research at the University of Munich, Munich
Zusammenfassung: 
Information about teachers’ effectiveness at the hiring stage is particularly scarce despite its importance for personnel decisions. Using the German setting of teacher training, I investigate the relationship of teachers’ pre-service cognitive and pedagogical skills as measured by two state examinations and the high-school GPA on later effectiveness. I apply standard value-added models to rich German student-achievement panel data and find that being in the top quartile in these skill domains is linked with significantly higher teacher effectiveness. Better teacher skills are associated with a more efficient way of classroom management.
Schlagwörter: 
Teacher
value-added
cognitive skills
student achievement
JEL: 
I21
J24
J45
H75
Dokumentart: 
Working Paper

Datei(en):
Datei
Größe





Publikationen in EconStor sind urheberrechtlich geschützt.