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Can effective teacher behavior be identified?
ARTICLE

Economics of Education Review Volume 23, Number 3 ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

The present paper departs from the hypothesis that successful teachers are characterized by being able to manipulate student effort. Grading is identified as a potential teachers’ tool, and its quantitative importance is investigated by estimation of an education production function. The main econometric problems are omitted variables biases due to correlations between different elements in the teacher behavior vector, and teacher behavior that is endogenous to student achievement. A large number of variables describing teacher behavior, a difference-in-differences approach, and finally, an instrumental variable approach are offered as solutions. Notably, the grading practices turn out to be correlated with the number of schools in the municipality; thus identifying the number of schools as a credible instrumental variable. Hard grading leads to improved achievement, but hard grading is less likely to occur in competitive environments.

Citation

Bonesrønning, H. Can effective teacher behavior be identified?. Economics of Education Review, 23(3), 237-247. Elsevier Ltd. Retrieved December 5, 2020 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2003.07.002

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