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斯坦福大学教授汉纳谢克（Eric A.Hanushek）系列学术报告
发布时间：2013-03-08
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各位老师同学：
教育经济研究所邀请了教育经济学和劳动经济学国际著名学者汉纳谢克教授于3月27－28日在我校举办学术讲座，欢迎大家参加。
有意参加的老师和同学，请于2013年3月11日前通过电子邮件报名，并标明参加的报告名称，以便按照听众人数安排适当的报告场地。报名邮箱地址：zyx1123@gmail.com，联系人：张亚星。
汉纳谢克（Eric A.Hanushek）简介
汉纳谢克毕业于美国麻省理工学院经济系，现为美国斯坦福大学胡福研究所（Hoover Institute）资深教授，国际教育经济学界著名学者，也是美国享有盛名的经济学家和社会学家。汉纳谢克在教师激励、教育生产研究、教育财政研究、公共政策分析等领域成果颇丰，在American Economic Review, Journal of Political Economy, Journal of Economic Literature, Review of Economics and Statistics, Journal of Labor Economics等杂志发表论文160余篇。 1988-1989年曾担任美国公共政策分析与管理学会主席，2006－2009年曾是美国经济协会、美国教育财政协会董事会成员。
详细介绍参见： http://hanushek.stanford.edu/
报告安排
报告题目一：如何给高质量教师付薪酬
报告时间：3月27日上午9:00-11:00
报告地点：北京师范大学，具体地点另行通知
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.
报告题目二：学生学业成绩的国际差异的经济分析
报告时间：3月28日上午9:00-11:00
报告地点：北京师范大学，具体地点另行通知
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.