Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/252225 
Erscheinungsjahr: 
2022
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 15101
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
We examine whether and how teachers' major fields of study affect students' achievement, exploiting within-student variation across subfields in natural science (i.e., physics, chemistry, biology, and Earth science). Using middle-school students' data from the Trends in International Mathematics and Science Study and controlling student-teacher fixed effects, we find that teachers with college majors in natural sciences improve students' achievement of subfields in natural sciences corresponding to their subfields of college majors. Teaching practices explain about half of the effect of teachers' major fields. Most of the effects of teaching practices are accounted for by teachers' preparation for teaching science topics. The results are robust to potential endogenous matching between students and teachers.
Schlagwörter: 
education
teacher
natural science
college major
middle school
TIMSS
JEL: 
H75
I21
J24
Dokumentart: 
Working Paper

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