Academic literature on the topic 'Teacher wage'
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Journal articles on the topic "Teacher wage"
Falch, Torberg. "Teacher Mobility Responses to Wage Changes: Evidence from a Quasi-Natural Experiment." American Economic Review 101, no. 3 (May 1, 2011): 460–65. http://dx.doi.org/10.1257/aer.101.3.460.
Full textOlson, Craig A., and Paul Jarley. "Arbitrator Decisions in Wisconsin Teacher Wage Disputes." Industrial and Labor Relations Review 44, no. 3 (April 1991): 536. http://dx.doi.org/10.2307/2524160.
Full textOlson, Craig A., and Paul Jarley. "Arbitrator Decisions in Wisconsin Teacher Wage Disputes." ILR Review 44, no. 3 (April 1991): 536–47. http://dx.doi.org/10.1177/001979399104400309.
Full textBritton, Jack, and Carol Propper. "Teacher pay and school productivity: Exploiting wage regulation." Journal of Public Economics 133 (January 2016): 75–89. http://dx.doi.org/10.1016/j.jpubeco.2015.12.004.
Full textFalch, Torberg. "Wages and Recruitment." ILR Review 70, no. 2 (July 11, 2016): 483–518. http://dx.doi.org/10.1177/0019793916651040.
Full textWest, Kristine L. "New Measures of Teachers’ Work Hours and Implications for Wage Comparisons." Education Finance and Policy 9, no. 3 (July 2014): 231–63. http://dx.doi.org/10.1162/edfp_a_00133.
Full textTincani, Michela M. "Teacher labor markets, school vouchers, and student cognitive achievement: Evidence from Chile." Quantitative Economics 12, no. 1 (2021): 173–216. http://dx.doi.org/10.3982/qe1057.
Full textTincani, Michela M. "Teacher labor markets, school vouchers, and student cognitive achievement: Evidence from Chile." Quantitative Economics 12, no. 1 (2021): 173–216. http://dx.doi.org/10.3982/qe1057.
Full textXue, Haiping, Xiang Gao, and Aiai Fan. "Does the Salary of Elementary and Middle School Teachers Affect Students’ Participation in Extracurricular Tutoring?" Best Evidence in Chinese Education 6, no. 1 (September 22, 2020): 769–87. http://dx.doi.org/10.15354/bece.20.ar065.
Full textWalsh, Patrick. "When Unified Teacher Pay Scales Meet Differential Alternative Returns." Education Finance and Policy 9, no. 3 (July 2014): 304–33. http://dx.doi.org/10.1162/edfp_a_00135.
Full textDissertations / Theses on the topic "Teacher wage"
Winters, John V. "Essays on Interarea Wage Determination." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/econ_diss/1.
Full textDessotti, Marina Véssio. "Os determinantes da escolha da ocupação docente: uma análise do diferencial de salário do mercado de professores do ensino fundamental." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/96/96131/tde-18102011-134438/.
Full textThe objective of this dissertation is to identify the wage differential between primary school teachers and individuals working in other occupations. We try to comprehend if the differential is on the teacher profession itself or on the career chosen by these individuals. In other words, we analyze if the differential is on the education of these professionals. We intend to identify through controlled and non-controlled wage differentials if (depending on the education of the individual) it is more advantageous working as a teacher or in another occupation. The main results for non-controlled differentials showed that working as a primary school teacher is more advantageous for individuals who did not complete the undergraduate level. For teachers with higher education completed or ongoing (undergraduation or graduation), independently of the controls, the teacher profession is not advantageous. For the controlled differentials, being a high school teacher is almost always advantageous when the hourly wage is considered.
Rocha, Maria da Consolação. "Políticas de valorização do magistério: remuneração, plano de carreira, condições de trabalho - uma análise da experiência de Belo Horizonte." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-05012010-113240/.
Full textThis study aims to analyze the policies directed to valuate teaching professionals that have been held by the Municipality of Belo Horizonte during the governments from 1993 to 2007 and it considers the elements: working conditions, weekly journey of work and career plan. Aligned with the studies of State, Society and Education, the research has been developed through an historical approach of the complexity of the changes relationships, interpenetrations, articulations and conflicts between the actions of the State, which is considered in the level of municipal executive and of its officials by one side and the organization, claims and struggles of the education professionals who work in the Municipal Education System in Belo Horizonte (RMEBH), by the other. The methodology of case study involves the use of document analysis and interviews as tools for the understanding of its object. Three parts constitute this study. In the first part, we examine the politic definitions to valuate teaching professionals beginning from the thoughts of João Monlevade, the documents presented by international organizations such as UNESCO and OECD, the documents of Brazilian Ministry of Education, documents of social movements, including CNTE, Sind-UTE /MG and Sind-REDE/BH, the national laws and also the state and municipal ones. We consider also the debate over teaching career, which has been based in the studies conducted in the area, such as the work of Rodolfo Ferreira on teaching work and wages, the ones of Michel Huberman, José Alberto Gonçalves and Maria Isabel Loureiro, in the perspective of the professional life; the ones of Gatti about teacher training, and the ones of Bertha Valle, Mariza Abreu Sonia Balzano, that are specifically related to career plan. In the second part, we analyze the policies directed to the valuation of teaching professionals in the Municipal System of Education of Belo Horizonte (RMEBH), from the history of its construction, the claims of the workers in education, the proposals of the governments from 1993 to 2007 and the organization of school work. We also verify whether the regulations of labor relations by the City Board of Belo Horizonte have (or have not) incorporated the changes in the educational policy during the same period, in the federal and international scope. In the third part, we reflect about the work of the women in order to understand how the struggles of the \"primary teachers\" and \"childrens educators\" of the Municipal System of Education of Belo Horizonte RMEBH- have been connected to the struggle for the valuation of teaching professionals and female work from a perspective that considers the aspect of the gender social relations, particularly referred to the reflections elaborated by Helena Hirata and Daniele Kergoat. In the conclusions, we analyze the considerations made in interviews by union and government leaders who attended the table of negotiations during the period 1993 to 2007. The study enabled to realize that the policies to valuate teaching professionals in their aspects which refer to the remuneration, career and working conditions, have been historically, intertwined to the quality education question. The advances and setbacks have been forged in the contradictory play of values which are themselves specific of the educational process and its institutions and officials, in human formation of all citizens, and which have not been recognized by the governments in their policies of professional formation, wages and incentives. In this play, the articulation of the production and reproduction spheres it is seen for the maintenance of the devaluation of a predominantly female work and directed especially to children and adolescents of the working class.
Carneiro, Fl?vio Henrique Rodrigues. "O piso salarial nacional: a valoriza??o do professor na Constitui??o de 1988." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/13936.
Full textThe paper investigates the legal mechanisms used by the Legislature and the Executive to implement the constitutional principle of the teacher s minimum wage, which is proclaimed in the Constitution as a strategy of professional appreciation for this category. The text demonstrates that the legal mechanisms used to value the teacher were: the 1988 Constitution, the constitutional amendments to this Charter updated and modified the original text in relation to the matter, and finally, the Minimum Wage Law . Article n? 206 of 1988 s Federal Constitution established that basic education teachers, who work in public schools, would be entitled to a national minimum wage. Law n? 11.738/2008 ( Minimum Wage Law ) regulated the matter and made other determinations on the relationship between the State and the teachers such as the establishment of parameters for the distribution of the workload of teachers. Based on this law, since 2009 the minimum wage has been set annually by the Federal Government. However, state governments and municipalities throughout Brazil protested prescriptions contained in the Minimum Wage Law . In this context, some governors and mayors led the Supreme Court regarding the constitutionality of this law. The complainants considered that there was unconstitutional by the following: definition of the teacher s workday, which in the complainants point of view was competence of local governments; ensuring that teachers receive salaries tied to the minimum wage with retroactive effect; transformation of the minimum wage in basic salary, lack of sufficient budget in the states and municipalities to honor with the new values to be paid to teachers and, finally, determining workload for the teacher to perform other activities besides classroom activities. At the trial held at the STF the majority of Ministers rejected the claim and considered that the Minimum Wage Law , taken together, was constitutional. However, this decision did not alter the position of the managers or the interpretation of the ministers who agreed with the unconstitutionality of some aspects of the law. This means that one law can present differences in interpretation between ordinary people and among members of the Judiciary. The search showed the following conclusions: the law is not a definitive parameter of justice, because it is deeply linked to various interests; the development, implementation, and judgment of laws dealing with minimum wage of teaching are linked to historical and cultural aspects of society; the demand for enhancement of teacher and setting a minimum wage has only emerged in the late twentieth century, a fact explained in this work based on data that indicate the recent concern of Brazilian State with schooling a phenomenon typically Republican and with the professionalization of teaching emerging concern from the knowledge society; the Legislative and Executive search mechanism to implement the minimum wage of the teachers because of the contemporary need for professionalization of teaching
O trabalho investiga os mecanismos jur?dicos usados pelo Legislativo e pelo Executivo para concretizar o princ?pio constitucional do piso salarial do professor, princ?pio esse proclamado na Constitui??o como uma estrat?gia de valoriza??o profissional dessa categoria. O texto demonstra que os mecanismos jur?dicos usados para a valoriza??o do professor foram os seguintes: a Constitui??o de 1988; as emendas constitucionais que atualizaram essa Carta e modificaram o texto original no tocante ? mat?ria; e, finalmente, a Lei do Piso . O Artigo n? 206 da Constitui??o Federal de 1988 estabeleceu que os professores do ensino b?sico, que atuam em escolas da rede p?blica, teriam direito a um piso salarial nacional. A Lei n? 11.738/2008 ( Lei do Piso ) regulamentou a mat?ria e apresentou outras determina??es sobre a rela??o que o Estado deveria manter com o magist?rio como, por exemplo, a cria??o de par?metros para a distribui??o da carga hor?ria de trabalho do docente. Com base nessa Lei, desde 2009 o piso vem sendo definido anualmente pelo Governo Federal. Todavia, governos estaduais e prefeituras municipais de todo o Brasil protestaram contra prescri??es contidas na Lei do Piso . Nesse clima de protesto, alguns governadores e prefeitos provocaram a Suprema Corte acerca da constitucionalidade dessa Lei. Os reclamantes consideravam que a inconstitucionalidade existia em raz?o dos seguintes aspectos: defini??o da jornada de trabalho do professor, que na vis?o dos reclamantes era atribui??o dos estados e prefeituras; garantia de que os professores receberiam sal?rios vinculados ao piso com efeito retroativo; transforma??o do piso salarial em vencimento b?sico; aus?ncia de or?amento suficiente nos estados e munic?pios para honrar com os novos valores a serem pagos aos professores; finalmente, determina??o de carga hor?ria para o professor realizar outras atividades al?m de ministrar aulas. No julgamento realizado no STF a maioria dos Ministros julgou improcedente o pleito dos gestores p?blicos reclamantes e considerou que a Lei do Piso no seu conjunto era constitucional. Entretanto, essa decis?o n?o alterou a posi??o dos gestores nem a interpreta??o dos ministros que concordaram com a inconstitucionalidade de alguns aspectos da lei. Isso significa que uma mesma lei pode apresentar diverg?ncias interpretativas entre pessoas comuns e entre membros do pr?prio Poder Judici?rio. A pesquisa apontou as seguintes conclus?es: a lei n?o ? par?metro definitivo de justi?a, pois ela est? profundamente vinculada a interesses diversos; a elabora??o, a implanta??o e o julgamento das leis que tratam do piso salarial do magist?rio se vinculam aos aspectos hist?ricos e culturais da sociedade; a demanda por valoriza??o do professor e fixa??o de um piso salarial s? surgiu no final do s?culo XX, fato explicitado no trabalho a partir de dados que indicam a recente preocupa??o do estado brasileiro com a educa??o escolar fen?meno tipicamente republicano e com a profissionaliza??o do professor preocupa??o emergente a partir da sociedade do conhecimento; os poderes Legislativo e Executivo procuram mecanismos para implantar o piso salarial do professor em raz?o da necessidade contempor?nea de profissionaliza??o do magist?rio.
Yucedag, Arfe. "Wage differences between male and female teachers in Turkey /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full textMACHADO, Jarbas de Paula. "Piso salarial profissional nacional do magistério: conflitos e limites de sua implantação na rede pública estadual de Goiás." Universidade Federal de Goiás, 2010. http://repositorio.bc.ufg.br/tede/handle/tde/1999.
Full textThis study integrates the line of research State and Education Policy of the Program of Post-graduation in Education from Faculdade de Educação, Universidade Federal de Goiás. It has as its object of study the implementation of the Minimum Wage of Professional of the Magisterium (PSPN) in public field schools of Goiás. It aims to analyze the implementation of public policy for salary enhancement and highlighting the conflicts and highlighting the conflicts and limits that permeate the boundaries of the case. Using the bibliographic and documental search, this study concern is to describe the route of PSPN since the 1988 Federal Constitution, to the approval of the Law No. 11.738/2008 and empirically analyzes its implementation in the public state of Goias in 2009 establishing a relation between the financial years of 2008 and 2010. The guiding questions of the study include the analysis of the Law of the Minimum and its relation to other legal rules, the sufficiency of the Government of Goiás for implementation from the revenue and expenditure considered for the Development of Education (MDE), the relationship with the Fund for the Development of Basic Education and Appreciation of the Teaching Profession (Fundeb), the ratio of the number of students served by the number of teachers paid by the network and how to participate in the implementation process of the minimum wage as important agents of the Union Education Workers State of Goiás (Sintego), the Court of Goiás (GO-TEC), the State Council Fundeb (Confundeb), the Legislative Assembly and the government itself. The major conflicts involving the deployment of the minimum wage in the public state of Goias refer to the way that legislation is interpreted with emphasis on the mechanism used by the government to "fulfill" the Law: to divide the minimum wage into a deployment phase, 17 monthly and update it in another stage of four monthly pareels. There is also a conflict about the value of minimum wage: CNTE and for the Sintego PSPN in 2010 would be worth R $ 1,312.00 and for the government, based on interpretation of the Attorney General of the Union (AGU), the value is R$ 1.024,00. Insufficient financial, the adequation for a Career Plan in effect, how the expenses are treated with MDE, the low student / teacher ratio in the network and competition policies to expand the student's school time are major factors limiting progress in implementation of PSPN Goiás Despite the fragmentation of its implementation the minimum wage presents as a mechanism for enhancement of teachers' payment. As the government of Goiás has not complied strictly with the established subdivision, the starting salary paid in November 2010 was R $ 1,006.25, representing a growth of 40.6% compared to February 2009. Nevertheless, disregarding the inflation period, gauged according to a real increase of more than 30%. As a recent happening it was not possible to verify whether the implementation of the minimum wage had the effect desired by the researchers who advocate this policy of upgrading of teachers' payment which, among others, is set to attract and retain good candidates for teaching, and fighting multiexpedient and underemployment. However based on the years 2009 and 2010 in which case the implementation of this policy in public state of Goias, the minimum wage appears, along with the Career Plan in force, as a promoter of better salaries for the public teaching of basic education.
Este estudo integra a linha de pesquisa Estado e Políticas Educacionais do Programa de Pós-Graduação em Educação da Faculdade de Educação, Universidade Federal de Goiás. Possui como objeto a implantação do Piso Salarial Profissional Nacional do Magistério (PSPN) na rede pública estadual de Goiás. Objetiva analisar a implantação dessa política pública de valorização salarial docente destacando os conflitos e os limites que permeiam o campo de estudo. Utilizando da pesquisa bibliográfica e documental, este estudo de caso preocupa-se em descrever o itinerário do PSPN, da Constituição Federal de 1988 até a aprovação da Lei do Piso (Lei nº 11.738/2008), e analisar empiricamente sua implantação na rede pública estadual de Goiás no ano de 2009 estabelecendo relação com os exercícios financeiros de 2008 e 2010. As questões norteadoras do estudo contemplam, dentre outros, a análise da Lei do Piso e sua relação com outras normas legais, a suficiência financeira para implantação, a relação com o Fundo de Manutenção e Desenvolvimento da Educação Básica e de Valorização dos Profissionais da Educação (Fundeb) e a relação do número de alunos atendidos pelo número de professores da rede. Os principais conflitos que envolvem a implantação do Piso na rede pública estadual de Goiás referem-se à forma como a legislação é interpretada com destaque para o mecanismo utilizado pelo governo para cumprir a Lei: fragmentar a implantação do Piso em dezessete parcelas mensais e posteriormente atualizá-lo n‟outra etapa de quatro parcelas. Outro conflito refere-se ao valor do Piso: para a Confederação Nacional dos Trabalhadores em Educação (CNTE) e o Sindicato dos Trabalhadores em Educação de Goiás (Sintego), o PSPN em 2010 deveria ser de R$ 1.312,00 enquanto que para o governo do estado, tendo como referência a interpretação da Advocacia Geral da União (AGU), o valor do Piso corresponde a R$ 1.024,00. A insuficiência financeira, a adequação ao Plano de Carreira vigente, a forma como as despesas com Manutenção e Desenvolvimento do Ensino (MDE) são tratadas, a baixa proporção alunos/professor na rede e a concorrência das políticas de ampliação do tempo escolar do aluno são fatores limitadores da implantação do PSPN em Goiás. Apesar do parcelamento de sua implantação, o Piso se apresenta como mecanismo de valorização salarial do magistério. Como o governo de Goiás não cumpriu rigorosamente o parcelamento estabelecido, o vencimento inicial pago em novembro de 2010 foi de R$ 1.006,25, mesmo assim representando um crescimento de 40,6% em relação a fevereiro de 2009 onde, desprezando a inflação do período, pode-se aferir um aumento real superior a 30%. Por ser recente, não foi possível verificar se a implantação do Piso teve o efeito desejado pelos pesquisadores que defendem essa política de valorização salarial do magistério que, dentre outros, consta atrair e manter bons candidatos à docência e combater a multijornada e o subemprego. Entretanto, baseando-se em 2009 e 2010 quando acontece sua implantação na rede pública estadual goiana, o Piso aparece, aliado ao Plano de Carreira vigente, como indutor de melhoria salarial para o magistério público da educação básica.
Bengtsson, Terese, and Amina Peco. "Privatization of upper-secondary schools in Sweden: the impact on teachers' wage." Thesis, Linnéuniversitetet, Institutionen för nationalekonomi och statistik (NS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-34968.
Full textJones, Carrie A. "Science and Block Scheduling: An Analysis of Teacher Experiences in Wake County, North Carolina." NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-10202009-145101/.
Full textHaag, Allyson Regina. "Comprehensive school reform in the wake of No Child Left Behind : teacher perceptions in Dodgeland." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002127.
Full textMachado, Laura Müller. "Comparação de distribuição de salários de professores e outras ocupações: uma análise do diferencial." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/96/96131/tde-23072014-135258/.
Full textStudying the compensation structure of a country is important for several reasons. Perhaps the most important of them is because the compensation can affect the attractiveness of the teaching profession and the professional skill of performing the job. This study aimed to compare the difference in hourly wage between teachers and teachers in undergraduate careers typically related to the teaching profession: Education Sciences, Teacher Training, First Language, Mathematics, Biology and Chemistry. The objective was to understand how newly graduated professionals chose different occupations (teaching versus non-teaching) leading to the appearance of a major wage differential in the first years of working life. This analysis, under the hypothesis and the hypothesis ignorabilidade similar preferences before entering higher education properly specified, one can conclude that those who exercise the teaching profession, both on average and in 10 quantile and median of a positive differential hourly wage with respect to non-teachers. You quantile 90, there is no difference in pay between groups. The results also show that the difference is largely explained by the return of the characteristics that determine wages and less by differences in the levels of these characteristics. There are two implications of these results. First, considering salary as textit proxy for skill, it can be inferred that teachers are already the most skilled of the sample analyzed. Thus, increasing teacher salaries would attract more skilled professionals for the profession within the careers studied because they are already the most skilled professionals who are teachers. One such alternative would enable professionals to increase the ability of these. Second, another way to increase the ability of teachers would understand how this wage gap affects the decision of entering the teaching career, and seek to attract more skilled professionals for teaching before the choice of higher education. This could enable individuals with greater ability to be interested by the magisterium. In both cases, to be effective for the generation of human capital, a raise from his professorship should be linked to the creation of conditions for increasing the ability of professionals who hold such a position.
Books on the topic "Teacher wage"
Hamamura, Hanzō. Tsuzurikata waga hachijūnen. [Iwate-ken Yamada-machi: Hamamura Hanzō], 1991.
Find full textBousquet, Marc. How the university works: Higher education and the low-wage nation. New York: New York University Press, 2008.
Find full textNational Association for Special Educational Needs., ed. Learning to wave: Some everyday guidelines for stress management. Tamworth: NASEN, 1999.
Find full text1899-1990, Ware Caroline F., and Scott Anne Firor 1921-, eds. Pauli Murray & Caroline Ware: Forty years of letters in black and white. Chapel Hill: University of North Carolina Press, 2006.
Find full textYamahara, Kenjirō. Waga kōchō sanka: Kinpyō o tatakatta kyōshi no purofīru. Tōkyō: Minshūsha, 1991.
Find full textLevine, Roger E. Public school districts in the United States: A statistical profile, 1987-88 to 1993-94. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1998.
Find full textBruce, Christenson, Hammer Charles H, National Center for Education Statistics., and United States. Office of Educational Research and Improvement., eds. Public school districts in the United States: A statistical profile, 1987-88 to 1993-94. Washington. DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1998.
Find full textBook chapters on the topic "Teacher wage"
Liu, Ji. "Documenting teacher wage characteristics." In Teacher Labour Markets during an Era of Economic Boom, 65–82. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003058694-6.
Full textLiu, Ji. "Pre-1979 teacher wage policies." In Teacher Labour Markets during an Era of Economic Boom, 38–50. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003058694-4.
Full textLiu, Ji. "Post-1979 teacher wage policies." In Teacher Labour Markets during an Era of Economic Boom, 51–64. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003058694-5.
Full textLiu, Ji. "Impact of wage dynamics on teacher labour markets." In Teacher Labour Markets during an Era of Economic Boom, 83–107. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003058694-7.
Full textJupp, James C. "Second Wave White Teacher Identity Studies." In Becoming Teachers of Inner-City Students, 103–9. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-371-3_6.
Full textLiu, Ji. "Theorising wages and teacher occupational choice." In Teacher Labour Markets during an Era of Economic Boom, 21–37. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003058694-3.
Full textAlexander, Colette, Jillian Fox, and Tania Aspland. "‘Third Wave’ Politics in Teacher Education: Moving Beyond Binaries." In Teacher Education in Globalised Times, 1–21. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4124-7_1.
Full textPicower, Bree, and Anne Marie Marshall. "“Run Like Hell” to “Look Before You Leap”: Teacher Educators’ Responses to Preparing Teachers for Diversity and Social Justice in the Wake of edTPA." In Teacher Performance Assessment and Accountability Reforms, 189–212. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-56000-1_11.
Full textHewitt, Kimberly Kappler, and Audrey Amrein-Beardsley. "Might the Tidal Wave Recede? Considering the Future of Student Growth Measures in Teacher Accountability." In Student Growth Measures in Policy and Practice, 261–83. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-53901-4_14.
Full textLim, Chap Sam. "Riding the Third Wave: Negotiating Teacher and Students’ Value Preferences Relating to Effective Mathematics Lesson." In Selected Regular Lectures from the 12th International Congress on Mathematical Education, 471–85. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17187-6_27.
Full textConference papers on the topic "Teacher wage"
Ramaila, Sam. "EXPLORING SOUTH AFRICAN PRESERVICE TEACHERS’ CONCEPTUAL UNDERSTANDING OF LIGHT PHENOMENA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end018.
Full textQueiros, Leandro Marques, Alex Sandro Gomes, and Francisco Kelsen de Oliveira. "Collaborative Strategies for Professional Development of HighSchool Teachers: Groupware Co-Design for LearningExperience Design." In Second Workshop on Advanced Virtual Environments and Education. Brazilian Computer Society (Sociedade Brasileira de Computação - SBC), 2019. http://dx.doi.org/10.5753/wave.2019.9.
Full textKatsenelenbaum, Boris Z. "My teacher M. A. Leontovich." In 2009 International Seminar/Workshop on Direct and Inverse Problems of Electromagnetic and Acoustic Wave Theory (DIPED). IEEE, 2009. http://dx.doi.org/10.1109/diped.2009.5306945.
Full textPrizevoite, Ilze, and Gunta Grinberga-Zalite. "Remuneration system elements' impact on the performance of the teachers of general education institutions in the regions of Latvia." In 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.018.
Full textVoitovich, Nikolai N. "My teacher Prof. B. Z. Katsenelenbaum." In 2015 XXth IEEE International Seminar/Workshop on Direct and Inverse Problems of Electromagnetic and Acoustic Wave Theory (DIPED). IEEE, 2015. http://dx.doi.org/10.1109/diped.2015.7324235.
Full textSimonics, Istvan. "New wave for learning with mentor teachers." In 2013 IEEE 8th International Symposium on Applied Computational Intelligence and Informatics (SACI). IEEE, 2013. http://dx.doi.org/10.1109/saci.2013.6609015.
Full textJaiswal, S., P. Bandyopadhyay, and A. Sen. "Excitation of nonlinear wave patterns in flowing complex plasmas." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5020403.
Full textWilliams, J. D. "Volumetric measurement of synchronization of the dust acoustic wave with an external modulation." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5020399.
Full textNakaoka, Sotaro, Li Li, Shota Inoue, and Shoji Makino. "Teacher-Student Learning for Low-Latency Online Speech Enhancement Using Wave-U-Net." In ICASSP 2021 - 2021 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2021. http://dx.doi.org/10.1109/icassp39728.2021.9414280.
Full textUlazia, Alain, and Gabriel Ibarra-Berastegi. "Study of ocean and wind energy potential with R: an innovative experience in the classroom." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2421.
Full textReports on the topic "Teacher wage"
Biasi, Barbara, Chao Fu, and John Stromme. Equilibrium in the Market for Public School Teachers: District Wage Strategies and Teacher Comparative Advantage. Cambridge, MA: National Bureau of Economic Research, March 2021. http://dx.doi.org/10.3386/w28530.
Full textLeaver, Clare, Owen Ozier, Pieter Serneels, and Andrew Zeitlin. Recruitment, Effort, and Retention Effects of Performance Contracts for Civil Servants: Experimental Evidence from Rwandan Primary Schools. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/048.
Full textBerlinski, Samuel, and Alejandra Ramos. Research Insights: Does Merit Pay among Public School Teachers Affect the Mobility of Teachers Out of Teaching or within the School System? Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002862.
Full textDeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.
Full textBittmann, Felix. Academic track mismatch and the temporal development of well-being and competences in German secondary education. Verlag der Österreichischen Akademie der Wissenschaften, May 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.1.
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