全球智库信息集成服务系统

The authors administered an in-depth survey to new math teachers in New York City and collected information on a number of non-traditional predictors of effectiveness: teaching specific content knowledge, cognitive ability, personality traits, feelings of self-efficacy, and scores on a commercially available teacher selection instrument. They find that a number of these predictors have statistically and economically significant relationships with student and teacher outcomes. The authors conclude that, while there may be no single factor that can predict success in teaching, using a broad set of measures can help schools improve the quality of their teachers.

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