School governance, teacher incentives, and pupil–teacher ratios: Experimental evidence from Kenyan primary schools

Duflo, E.; Dupas, P.; Kremer, M.

doi:10.1016/j.jpubeco.2014.11.008

School governance, teacher incentives, and pupil–teacher ratios: Experimental evidence from Kenyan primary schools

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Resource type

Journal Article

Authors/contributors

Duflo, E. (Author)
Dupas, P. (Author)
Kremer, M. (Author)

Title

School governance, teacher incentives, and pupil–teacher ratios: Experimental evidence from Kenyan primary schools

Publication

Journal of Public Economics

Volume

123

Pages

92-110

Date

2015

DOI

10.1016/j.jpubeco.2014.11.008

URL

https://doi.org/10.1016/j.jpubeco.2014.11.008.

Citation

Duflo, E., Dupas, P., & Kremer, M. (2015). School governance, teacher incentives, and pupil–teacher ratios: Experimental evidence from Kenyan primary schools. Journal of Public Economics, 123, 92–110. https://doi.org/10.1016/j.jpubeco.2014.11.008

Theme

Teacher Education

Link to this record

https://docs.opendeved.net/lib/RJ9B5FCJ

Relations

Cited by

Cited by

Piper, B., Simmons Zuilkowski, S., Dubeck, M., Jepkemei, E., & King, S. J. (2018). Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides. World Development, 106, 324–336. https://doi.org/10.1016/j.worlddev.2018.01.018