Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/259379 
Autor:innen: 
Erscheinungsjahr: 
2022
Schriftenreihe/Nr.: 
WIDER Working Paper No. 2022/23
Verlag: 
The United Nations University World Institute for Development Economics Research (UNU-WIDER), Helsinki
Zusammenfassung: 
This paper estimates the causal impact of teacher content knowledge on student achievement in Mozambique, a low-income country where a large share of fourth-graders fail to meet the minimum requirements of literacy and numeracy. I use nationally representative data from the Service Delivery Indicator survey, and exploit within-student across-subject variation in a sample of students taught by the same teacher in maths and Portuguese, thus circumventing bias caused by unobserved student and teacher heterogeneity. I find that, on average, teacher content knowledge does not have an impact on student achievement. However, the impact varies significantly by student's first language, urban or rural location of the school, and the match of students and teachers in their knowledge.
Schlagwörter: 
teacher content knowledge
student achievement
teacher quality
Mozambique
JEL: 
C23
I21
O15
Persistent Identifier der Erstveröffentlichung: 
ISBN: 
978-92-9267-154-9
Dokumentart: 
Working Paper

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