LEADER 03388nam 22006494a 450 001 9910450404603321 005 20200520144314.0 010 $a1-280-19920-2 010 $a9786610199204 010 $a0-8213-6216-X 035 $a(CKB)1000000000031577 035 $a(EBL)459735 035 $a(OCoLC)61363491 035 $a(SSID)ssj0000087520 035 $a(PQKBManifestationID)11990511 035 $a(PQKBTitleCode)TC0000087520 035 $a(PQKBWorkID)10074403 035 $a(PQKB)10575605 035 $a(MiAaPQ)EBC459735 035 $a(Au-PeEL)EBL459735 035 $a(CaPaEBR)ebr10087052 035 $a(CaONFJC)MIL19920 035 $a(EXLCZ)991000000000031577 100 $a20050427d2005 uf 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aIncentives to improve teaching$b[electronic resource] $elessons from Latin America /$fEmiliana Vegas, editor 210 $aWashington, D.C. $cWorld Bank$dc2005 215 $a1 online resource (456 p.) 225 1 $aDirections in development 300 $aDescription based upon print version of record. 311 $a0-8213-6215-1 320 $aIncludes bibliographical references and index. 327 $aContents; Preface; Acknowledgments; 1 Improving Teaching and Learning through Effective Incentives; Figures; 2 A Literature Review of Teacher Quality and Incentives; 3 Are Teachers Well Paid in Latin America and the Caribbean?; Tables; 4 Teachers' Salary Structure and Incentives in Chile; 5 Educational Finance Equalization, Spending, Teacher Quality, and Student Outcomes; 6 Arbitrary Variation in Teacher Salaries; 7 Teacher and Principal Incentives in Mexico; 8 Decentralization of Education, Teacher Behavior, and Outcomes; 9 Teacher Effort and Schooling Outcomes in Rural Honduras 327 $a10 Teacher Incentives and Student Achievement in Nicaraguan Autonomous Schools11 Political Economy, Incentives, and Teachers' Unions 330 $aLatin America faces tremendous challenges, particularly those of development, poverty, and inequality. Education is widely recognized as one of the most critical means of defeating these challenges. Democratizing education, by improving both its coverage and quality, is critical to overcoming the social and economic inequality that plagues Latin America. Ensuring that all children have the opportunity to learn critical skills at both primary and secondary level is paramount to overcoming skill barriers that perpetuate underdevelopment and poverty. A growing body of evidence supports the intuit 410 0$aDirections in development (Washington, D.C.) 606 $aTeachers$xSalaries, etc$zLatin America$vCross-cultural studies 606 $aRewards and punishments in education$zLatin America$vCross-cultural studies 606 $aSchool improvement programs$zLatin America$vCross-cultural studies 608 $aElectronic books. 615 0$aTeachers$xSalaries, etc. 615 0$aRewards and punishments in education 615 0$aSchool improvement programs 676 $a331.2/813711/0098 701 $aVegas$b Emiliana$0877626 712 02$aWorld Bank. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910450404603321 996 $aIncentives to improve teaching$92448982 997 $aUNINA