教師特質對學生學習成就的影響

Do Teachers count? -- Empirical Evidence from Taiwan

鄭芷瑋(Chih-Wei Cheng)

指導教授 ： 駱明慶

國立臺灣大學/社會科學院/經濟學研究所/碩士(2006年)

https://doi.org/10.6342/NTU.2006.01172

摘要

無資料

關鍵字

教師特質

並列摘要

This thesis discusses the relationship between teachers and students’ academic achievement. The characteristics of teachers have evolved with social changes; thus teachers of different generations have different patterns
of traits. Empirical results show that among the factors people usually employ to judge a good teacher, for instance, MA teachers, normal university graduates, teachers with teaching credentials, female teachers,
subject-majoring teachers, and teaching experiences, only few of them are relevant to academic performance. The major of teachers is the most important characteristic consistently, and longer teaching experiences sometimes
improve pupils’ learning according to subjects. Public schools are associated with poorer academic outcomes than private schools. However, teacher fixed effects suggest that teachers still play pivotal roles in determining students’ performance, but through unobserved traits.

並列關鍵字

teacher characteristics

參考文獻

Angrist, Joshua D. and Guryan, Jonathan (2004), “Teacher testing, teacher education, and teacher characteristics”, American Economic Review, 94(2),241–246.

Dee, Thomas S. (2004), “Teachers, race, and student achievement in a randomized experiment”, The Review of Economics and Statistics, 86(1), 195–210.

---(2005), “Teachers and the gender gaps in student achievement”, NBER working paper 11660.

Ehrenberg, Ronald G. and Brewer, Dominic J. (1995), “Did teachers’ verbal ability and race matter in the 1960s? Coleman revisited”, Economics of Education Review, 14(1), 1–21.

Ehrenberg, Ronald G., Goldhaber, Danial D., and Brewer, Dominic J. (1995), “Do teachers’ race, gender, and ethnicity matter? evidence from the national educational longitudinal study of 1988”, Industrial and Labor