Sie können Bookmarks mittels Listen verwalten, loggen Sie sich dafür bitte in Ihr SLUB Benutzerkonto ein.
Medientyp:
E-Artikel
Titel:
How does Instruction Time Affect Student Achievement? The Moderating Role of Teacher Qualifications
Beteiligte:
Freundl, Vera
[VerfasserIn];
Wedel, Katharina
[VerfasserIn]
Erschienen:
München: ifo Institut - Leibniz-Institut für Wirtschaftsforschung an der Universität München, 2022
Sprache:
Englisch
ISSN:
2190-717X
Entstehung:
Anmerkungen:
Diese Datenquelle enthält auch Bestandsnachweise, die nicht zu einem Volltext führen.
Beschreibung:
This study focuses on the interaction between the quantity and the quality of instruction at school. On average, across all studied countries, one hour more instruction time leads to 0.03 standard deviations higher test scores. Importantly, the effect varies according to teachers' formal qualifications: It is larger for students with better qualified teachers. The moderating role of teacher quality is particularly important in understanding the effect of instruction time in developing countries: more instruction time alone has no significant effect on average in these countries, but instruction by a highly qualified teacher increases test scores by 0.02 standard deviations.