Search results for author:"Martin Carnoy"
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Are teachers accurate in predicting their students’ performance on high stakes’ exams? The case of Russia
International Journal of Educational Development Vol. 43, No. 1 (July 2015) pp. 1–11
The paper focuses on how accurate teachers may or may not be in gauging their class’academic abilities. We use a sample of classrooms in three Russian regions to identify sources of mathematics and Russian teachers’ inaccuracies in predicting their...
Do “better” teachers and classroom resources improve student achievement? A causal comparative approach in Kenya, South Africa, and Swaziland
International Journal of Educational Development Vol. 50, No. 1 (September 2016) pp. 108–124
We use the 2007 SACMEQ data to make traditional “upwardly biased” estimates of teacher and classroom resource correlates of 6th grade student achievement in Swaziland, Kenya, and South Africa using an OLS model, and a “less biased causal” approach...
International Journal of Educational Development Vol. 36, No. 1 (May 2014) pp. 13–21
This study examines the relationship between student achievement and teaching practices aimed at raising student performance on a high stakes college entrance examination—the Russian Unified State Exam (USE). Data come from a survey of 3000 students ...