Norway Teachers : SABER Country Report 2015
All high-performing education systems fulfil these eight teacher policy goals to a certain extent in order to ensure that every classroom has a motivated, supported and competent teacher. These goals were identified through a review of research studies on teacher policies, as well as an analysis of policies of top-performing and rapidly improving education systems. Three criteria were used to identify the teacher policy goals, which had to be: (1) linked to student performance through empirical evidence; (2) a priority for resource allocation; and (3) actionable, meaning they identify actions that governments can take to improve the education policy. The eight teacher policy goals exclude other objectives that countries might wish to pursue to increase the effectiveness of their teachers, but on which there is too little empirical evidence at present to allow for specific policy recommendations.
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| Formato: | Report biblioteca |
| Idioma: | English |
| Publicado: |
World Bank, Washington, DC
2018-01-15
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| Materias: | TEACHER EFFECTIVENESS, TEACHER TRAINING, TEACHER SKILLS, SCHOOL PRINCIPALS, TEACHER PROFESSIONAL DEVELOPMENT, MOTIVATIONS, SECONDARY EDUCATION, PRIMARY EDUCATION, |
| Acceso en línea: | http://documents.worldbank.org/curated/en/105111520619750746/SABER-Teachers-Norway-Country-Report-2015 http://hdl.handle.net/10986/29524 |
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