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斯坦福大學教授漢納謝克(Eric A.Hanushek)系列學術報告

來源:北京師范大學經濟與工商管理學院 | 2014-08-28 | 發布:經管之家

各位老師同學:
教育經濟研究所邀請了教育經濟學和勞動經濟學國際著名學者漢納謝克教授于32728日在我校舉辦學術講座,歡迎大家參加。
有意參加的老師和同學,請于2013311日前通過電子郵件報名,并標明參加的報告名稱,以便按照聽眾人數安排適當的報告場地。報名郵箱地址:[email protected],聯系人:張亞星。
漢納謝克(Eric A.Hanushek)簡介
漢納謝克畢業于美國麻省理工學院經濟系,現為美國斯坦福大學胡福研究所(Hoover Institute)資深教授,國際教育經濟學界著名學者,也是美國享有盛名的經濟學家和社會學家。漢納謝克在教師激勵、教育生產研究、教育財政研究、公共政策分析等領域成果頗豐,在American Economic Review, Journal of Political Economy, Journal of Economic Literature, Review of Economics and Statistics, Journal of Labor Economics等雜志發表論文160余篇 1988-1989年曾擔任美國公共政策分析與管理學會主席,20062009年曾是美國經濟協會、美國教育財政協會董事會成員。
詳細介紹參見: http://hanushek.stanford.edu/

報告安排
報告題目一:如何給高質量教師付薪酬
報告時間:327日上午9:00-11:00
報告地點:北京師范大學,具體地點另行通知
The economic value of higher teacher quality
Abstract: Most analyses of teacher quality end without any assessment of the economic value of altered teacher quality. This paper combines information about teacher effectiveness with the economic impact of higher achievement. It begins with an overview of what is known about the relationship between teacher quality and student achievement. This provides the basis for consideration of the derived demand for teachers that comes from their impact on economic outcomes. Alternative valuation methods are based on the impact of increased achievement on individual earnings and on the impact of low teacher effectiveness on economic growth through aggregate achievement.
報告題目二:學生學業成績的國際差異的經濟分析
報告時間:328日上午9:00-11:00
報告地點:北京師范大學,具體地點另行通知
The Economics of International Differences in Educational Achievement
Abstract: An emerging economic literature over the past decade has made use of international tests of educational achievement to analyze the determinants and impacts of cognitive skills. The cross-country comparative approach provides a number of unique advantages over national studies. This paper reviews the economic literature on international differences in educational achievement, restricting itself to comparative analyses that are not possible within single countries and placing particular emphasis on studies trying to address key issues of empirical identification. While quantitative input measures show little impact, several measures of institutional structures and of the quality of the teaching force can account for significant portions of the large international differences in the level and equity of student achievement. Variations in skills measured by the international tests are in turn strongly related to individual labor-market outcomes and, perhaps more importantly, to cross-country variations in economic growth.


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