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How much teachers know and how much it matters in class : analyzing three rounds of subject-specific test score data of Indonesian students and teachers

Ree, Joppe de - 2016

Persistent link: https://www.econbiz.de/10011431468

Does school safety and classroom disciplinary climate hinder learning? : evidence from the MENA region

Cahu, Paul; Quota, Manal - 2019

School safety and classroom disciplinary climate have a direct impact on teachers' ability to teach and students …' ability to learn. School safety and classroom disciplinary climates have been declining in the Middle East and North Africa … disrupted learning environments, at the school and classroom levels, in the Middle East and North Africa region and to uncover …

Persistent link: https://www.econbiz.de/10012022265

Can solar lanterns improve youth academic performance? : experimental evidence from Bangladesh

Kudo, Yuya; Shonchoy, Abu S.; Takahashi, Kazushi - 2017

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Equivalent years of schooling : a metric to communicate learning gains in concrete terms

Evans, David K.; Yuan, Fei - 2019

method. In other words, over the course of a business-as-usual school year, students learn between 0.15 and 0.21 standard …

Persistent link: https://www.econbiz.de/10012007992

Quality of schooling and quality of schools for indigenous students in Guatemala, Mexico and Peru

Hernandez-Zavala, Martha; Patrinos, Harry Anthony; … - 2006

Persistent link: https://www.econbiz.de/10003398419

Teacher performance-based incentives and learning inequality

Filmer, Deon; Habyarimana, James Paul; Sabarwal, Shwetlena - 2020

This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing...

Persistent link: https://www.econbiz.de/10012296909