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- W2117524746 abstract "This paper is concerned on studying various types of education and training on the ability of teachers to promote student achievement. Previous studies on the subject have been hampered by inadequate measures of teacher training and difficulties addressing the non-random selection of teachers to students and of teachers to training. We address these issues by estimating models that include detailed measures of preservice and in-service training, a rich set of time-varying covariates, and student, teacher, and school fixed effects. Our results suggest that only two of the forms of teacher training we study influence productivity. First, content-focused teacher professional development is positively associated with productivity in middle and high school math. Second, more experienced teachers appear more effective in teaching elementary math and reading and middle school math. There is no evidence that either pre-service (undergraduate) training or the scholastic aptitude of teachers influences their ability to increase student achievement. It is quite obvious that a teacher and a teacher trainer aren‘t the same and there is a huge difference between them. Consequently, aims, design, materials, methodology and evaluation of teacher training and trainer training programs should be approached methodically based on logical understanding of the nature and the scope of each. This paper examines a one-month trainer training course, arguing that its purpose is compromised due to its resemblance to a teacher training program. It provides suggestions for remedying this situation. First, it sets the scene. Then, it lists the program‘s gaps, and provides ways of bridging them." @default.
- W2117524746 created "2016-06-24" @default.
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- W2117524746 date "2014-03-01" @default.
- W2117524746 modified "2023-09-24" @default.
- W2117524746 title "The integration of Planning, Implementation and Evaluation of Teacher Training Courses" @default.
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