Professional development and incentives for teacher performance in schools in Mexico
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References listed on IDEAS
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Cited by:
- Ludger Wossmann, 2010.
"Families, schools and primary-school learning: evidence for Argentina and Colombia in an international perspective,"
Applied Economics, Taylor & Francis Journals, vol. 42(21), pages 2645-2665.
- Woessmann, Ludger & Fuchs, Thomas, 2005. "Families, schools, and primary-school learning : evidence for Argentina and Colombia in an international perspective," Policy Research Working Paper Series 3537, The World Bank.
- Wößmann, Ludger, 2010. "Families, schools and primary-school learning: Evidence for Argentina and Colombia in an international perspective," Munich Reprints in Economics 19682, University of Munich, Department of Economics.
- Aashish Mehta & Hector Villarreal, 2008. "Why do diplomas pay? An expanded Mincerian framework applied to Mexico," Applied Economics, Taylor & Francis Journals, vol. 40(24), pages 3127-3144.
- Lockheed, Marlaine E., 2014. "Teacher opinions on performance incentives : evidence from the Kyrgyz Republic," Policy Research Working Paper Series 6752, The World Bank.
- Rosalind Levacic, 2009. "Teacher Incentives and Performance: An Application of Principal-Agent Theory," Oxford Development Studies, Taylor & Francis Journals, vol. 37(1), pages 33-46.
- Susan W. Parker & Luis Rubalcava & Graciela Teruel, 2002. "Schooling Inequality among the Indigenous: A Problem of Resources or Language Barriers?," Research Department Publications 3134, Inter-American Development Bank, Research Department.
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More about this item
Keywords
Girls'Education; Primary Education; Gender and Education; Teaching and Learning; Educational Sciences; Teaching and Learning; Gender and Education; Primary Education; Girls Education; Health Monitoring&Evaluation;All these keywords.
NEP fields
This paper has been announced in the following NEP Reports:- NEP-URE-2004-09-27 (Urban and Real Estate Economics)
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