Georgia Teachers : SABER Country Report 2014

Across the globe, the author see increasing interest in attracting, retaining, developing, and motivating great teachers. Student achievement has been found to correlate with economic and social progress. Recent studies have shown that teacher qual...

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Bibliographic Details
Main Author:	World Bank Group
Format:	Technical Paper
Language:	English en_US
Published:	World Bank, Washington, DC 2016
Subjects:	SKILLS CAREER ADVANCEMENT COMPUTER LITERACY EMPLOYMENT TEACHING FORCE COLLEGE BASIC EDUCATION FORMAL EDUCATION SCHOOL TEACHERS PRIMARY TEACHERS TEACHERS ACHIEVEMENT TESTS DOCTORAL DEGREES STUDENT-TEACHER RATIO NATURAL SCIENCES ACADEMIC POSITIONS CONTEXTUAL FACTORS EDUCATION POLICY UNIVERSITY ENTRANCE EDUCATION COMMITTEE INTERNATIONAL EDUCATION NATIONAL CURRICULUM CAREER HIGHER EDUCATION KNOWLEDGE GAP TEACHER PERFORMANCE TRAINING PROGRAMS PRIMARY SCHOOL TEACHER SOCIAL SCIENCE RESEARCH SOCIAL SCIENCES QUALITY TEACHING TEACHING STRATEGIES FACULTY LITERACY TESTS PROFESSORS LITERACY TEACHING POSITIONS EDUCATION SECTOR CLASSROOM TIME KNOWLEDGE EDUCATION STATISTICS SCHOOL PRINCIPALS QUALITY OF EDUCATION TRAINING EDUCATION POLICIES TEACHER TRAINING SECONDARY SCHOOLS ACADEMIC ACHIEVEMENT SCHOLARSHIPS SECONDARY SCHOOL MINISTRIES STUDENT OUTCOMES CAREER OPPORTUNITIES EDUCATION BUDGET STUDENT ACHIEVEMENT LEARNING GRADUATES EDUCATION SYSTEM RESEARCH TEACHER SALARIES CLASSROOM TEACHING PRIMARY SCHOOL TEACHING QUALITY OF TEACHING QUALITY TEACHERS TEACHER CANDIDATES SCHOOL LEVEL ACCESS TO INFORMATION TEACHER MANAGEMENT EDUCATION SYSTEMS SCHOOL SIZE NUMBER OF STUDENTS PER TEACHER HUMAN CAPITAL PROFESSIONAL DEVELOPMENT TRAINING INVESTMENT IN EDUCATION NATIONAL ASSESSMENT NATIONAL QUALIFICATIONS FRAMEWORK TRAINING COURSES TEACHER EDUCATION TEACHER CERTIFICATION SCIENCE CURRICULUM DESIGN PRIMARY SCHOOL TEACHERS PUBLIC EXPENDITURE STUDENT SCHOOLS EFFECTIVE TEACHERS SALARY INCREASES EDUCATION TEACHERS LEARNING OUTCOMES STUDENT PERFORMANCE MINISTRY OF EDUCATION PEDAGOGICAL EDUCATION TEACHER RATIOS EDUCATIONAL QUALITY EXPENDITURES CLASSROOM LEVEL PRIMARY SCHOOL LEVEL SOCIAL SCIENCE CLASSROOM ACTIVITIES UNIVERSITY ENTRANCE EXAMINATIONS CAREERS QUALIFIED TEACHERS DISADVANTAGED STUDENTS TEACHER DEPLOYMENT STUDENT ASSESSMENTS SCHOOL SYSTEMS SENIOR TEACHER SCHOOL IMPROVEMENT EDUCATION GOALS CERTIFIED TEACHERS SMALL SCHOOLS CLASSROOM MANAGEMENT CURRICULUM TEACHER TEACHER SHORTAGES ACCREDITATION TEACHER RATIO QUALIFIED PROFESSIONALS TEACHER RECRUITMENT EDUCATION CLASS SIZES SCHOOL ADMINISTRATION SCHOOL TEACHER TEACHER APPRAISAL INSTRUCTION PROFESSIONAL DEVELOPMENT SCIENCE RESEARCH UNIVERSITY STUDENTS STUDENT- TEACHER RATIO TEACHER EVALUATIONS LESSON PLANNING QUALITY ASSURANCE NUMBER OF STUDENTS STUDENTS PER TEACHER NATIONAL CURRICULUM FRAMEWORK FOREIGN LANGUAGES DEGREES CLASSROOM SCHOOL SECONDARY EDUCATION FACULTY DEVELOPMENT NUMBER OF TEACHERS STUDENT LEARNING ACADEMIC YEAR EDUCATION STUDENTS UNIVERSITIES HUMAN DEVELOPMENT
Online Access:	http://documents.worldbank.org/curated/en/2016/05/26378450/georgia-saber-teachers-country-report-2014 http://hdl.handle.net/10986/24466

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Summary:	Across the globe, the author see increasing interest in attracting, retaining, developing, and motivating great teachers. Student achievement has been found to correlate with economic and social progress. Recent studies have shown that teacher quality is the main school-based predictor of student achievement and that several consecutive years of outstanding teaching can offset the learning deficits of disadvantaged students. However, establishing the right teacher policies to ensure that every classroom has a motivated, supported, and competent teacher remains a challenge; evidence on the impacts of many teacher policies remains insufficient and scattered, the impact of many reforms depends on specific design features, and teacher policies can have very different impacts depending on the context and the education policies in place. The main focus of SABER-teachers is on policy design, rather than on policy implementation. SABER teachers analyzes the teacher policies formally adopted by education systems. However, policies ‘on the ground,’ that is, policies as they are actually implemented, may differ quite substantially from policies as originally designed. In fact, they often do differ, because of the political economy of the reform process, lack of capacity of the organizations in charge of implementing them, or the interaction between these policies and specific contextual factors. Since SABER-Teachers collects limited data on policy implementation, the assessment of teacher policies presented in this report needs to be complemented with detailed information that describes the actual configuration of teacher policies on the ground.

Georgia Teachers : SABER Country Report 2014

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