Does In-Service Professional Learning for High School Economics Teachers Improve Student Achievement?

Autor/inn/en	Swinton, John R.; De Berry, Thomas; Scafidi, Benjamin; Woodard, Howard C.
Titel	Does In-Service Professional Learning for High School Economics Teachers Improve Student Achievement?
Quelle	In: Education Economics, 18 (2010) 4, S.395-405 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
Schlagwörter	Economics; Teacher Workshops; Inservice Teacher Education; Professional Development; High Stakes Tests; Achievement Gains; Instructional Effectiveness; Teacher Effectiveness; Secondary School Teachers; High Schools; Models; Academic Records; Data Analysis; Student Improvement; Georgia + Suchen Sie Ihr Suchwort? Volkswirtschaftslehre; Lehrerfortbildung; Achievement gain; Leistungssteigerung; Unterrichtserfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; High school; Oberschule; Analogiemodell; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Auswertung
Abstract	Education policy analysts and professional educators have called for more and better professional learning opportunities for in-service teachers, and for at least 30 years economists called for more content training for high school economics teachers. Using new data from all Georgia high school economics students, we assess the impact of in-service teacher workshops on the performance of students on a high-stakes end-of-course economics exam. Controlling for student characteristics and teacher fixed effects, we find a positive and significant impact of teacher workshop attendance--once teachers have attended three workshops--on student test scores. Furthermore, the results suggest that in-service workshops for economics teachers offer a cost-effective way to provide content training. (Contains 1 figure, 1 table and 7 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10