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Dessus Philippe, Kramarz Francis & Prost Corinne (2006). « Teachers’ Training, Class Size and Students’ Outcomes : Evidence from Third Grade Classes in France ». In Team for Advanced Research on Globalization, Education, and Technology (TARGET) and the National Research Data Centre Program.Conference on Education, Training and the Evolving Workplace, Vancouver, 12—13 mai 2006. En ligne : <http://www.u-bourgogne. ... 120/agenda/se09056a.pdf>.
Added by: Feyfant Annie (01 Jan 1970 01:00:00 Europe/Paris) Last edited by: Agnès Cavet (12 Dec 2006 16:44:50 Europe/Paris) |
| Resource type: Proceedings Article BibTeX citation key: Dessus2006  |
Categories: Apprentissages et psychologie Keywords: apprentissage, contexte pédagogique, pratique pédagogique Creators: Dessus, Kramarz, Prost Publisher: Team for Advanced Research on Globalization, Education, and Technology (TARGET) and the National Research Data Centre Program (Vancouver) Collection: Conference on Education, Training and the Evolving Workplace |
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| URLs http://www.u-bourg ... genda/se09056a.pdf |
| Abstract |
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This paper studies the impact of different teacher and class characteristics on third graders’ outcomes. It uses a feature of the French system in which some novice teachers start their jobs before receiving any training. Three categories of teachers are included in the sample: experienced teachers, trained novice teachers and untrained novice teachers. We find that trained and untrained novice teachers are assigned to similar classes, whereas experienced teachers have better students located in better environments. Hence, in order to match similar students and classes, we focus on pupils with novice teachers and discard those with experienced teachers. In addition, we show that the same sample can be used to estimate the causal effect of class size on students’ outcomes. Our findings are: (1) teachers’ training substantially improves students’ test scores in mathematics; on reading scores, teachers’ training is beneficial only to students in high achieving classes; (2) teachers’ education background has a significant impact since untrained teachers who majored in sciences at university compensate for their lack of training, they have the same effect as trained teachers; (3) the effect of class size is substantial and significant, a smaller class size improves similarly all students’ reading test scores within a class and is more beneficial to less achieving students in mathematics; all students in less achieving classes are much more sensitive to class size than students in more able classes.
Added by: Feyfant Annie Last edited by: Agnès Cavet |