Neena Banerjee
Biographic Data
| ID | 4136852 |
|---|---|
| NAME | Neena Banerjee |
| GIVEN NAMES | Neena |
| FAMILY NAME | Banerjee |
| SIGNATURE | BANERJEE N |
| AFFILIATIONS | Valdosta State University |
| ORCID | 0000-0002-6740-630X |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 27 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Effects of diffusion and education on women’s fertility in India
This paper investigates independent and joint effects of education and diffusion of information on fertility choices of women in India. Two dimensions of diffusion are social learning and social influence. Social learning implies women’s exposure to mass media, membership of social groups, social network, and the presence of other married women in the household. Social influence entails gender roles in the household, women’s financial autonomy, a…
Assessing the Role of Teachers’ Unions in the Adoption of Accountability Policies in Public Education
Student–Teacher Ethno-Racial Matching and Reading Ability Group Placement in Early Grades
This article investigates the relationship between student–teacher ethno-racial matching and students’ placement in reading ability groups in kindergarten and first grades in the United States. Multilevel regression analysis of a nationally representative sample of students shows that Latino/a first graders are more likely to be placed in higher ability groups when assigned to Latino/a teachers. Furthermore, teachers’ perception of students’ lear…
Teacher Job Satisfaction and Student Achievement: The Roles of Teacher Professional Community and Teacher Collaboration in Schools
Studies have not conclusively established whether teacher job satisfaction improves student achievement or whether the advantages to students from having satisfied teachers vary with the broader school culture. In this article, we investigate two research questions: (1) Is there a relationship between teacher job satisfaction and students’ math and reading growth in elementary school? (2) How do schools’ organizational cultures moderate the relat…
Is Academic Engagement the Panacea for Achievement in Mathematics across Racial/Ethnic Groups? Assessing the Role of Teacher Culture
Student engagement with school symbolizes efforts toward learning and is one of the strongest predictors of academic success. However, returns to engagement vary across racial and ethnic groups. Scholars have established that human agency is constrained by organizational environments, but they have not adequately assessed whether the advantages associated with engagement and the disadvantages associated with disengagement accrue evenly to groups …
Moving Latino/a Students Into STEM Majors in College: The Role of Teachers and Professional Communities in Secondary Schools
We argue that Latino/a students are more likely to major in science, technology, engineering, and math (STEM) in college if they were educated in high schools where they studied with satisfied teachers who worked in collaborative professional communities. Quantitative results demonstrate that collaborative professional communities in high school are important for Latino/a students’ choice of major in college. Results from qualitative interviews c…
Collective pedagogical teacher culture, teacher-student ethno-racial mismatch, and teacher job satisfaction
Collective Pedagogical Teacher Culture and Mathematics Achievement: Differences by Race, Ethnicity, and Socioeconomic Status
Scholars have not adequately assessed how organizational cultures in schools differentially influence students' mathematics achievement by race and socioeconomic status (SES). We focus on what we term collective pedagogical teacher culture, highlighting the role of professional communities and teacher collaboration in influencing mathematics achievement. Using cross-classified growth models, we analyze data from the Early Childhood Longitudinal S…
Teacher Job Satisfaction and Student Achievement: The Roles of Teacher Professional Community and Teacher Collaboration in Schools
Studies have not conclusively established whether teacher job satisfaction improves student achievement or whether the advantages to students from having satisfied teachers vary with the broader school culture. In this article, we investigate two research questions: (1) Is there a relationship between teacher job satisfaction and students’ math and reading growth in elementary school? (2) How do schools’ organizational cultures moderate the relat…
Collective Pedagogical Teacher Culture and Mathematics Achievement: Differences by Race, Ethnicity, and Socioeconomic Status
Scholars have not adequately assessed how organizational cultures in schools differentially influence students' mathematics achievement by race and socioeconomic status (SES). We focus on what we term collective pedagogical teacher culture, highlighting the role of professional communities and teacher collaboration in influencing mathematics achievement. Using cross-classified growth models, we analyze data from the Early Childhood Longitudinal S…
Moving Latino/a Students Into STEM Majors in College: The Role of Teachers and Professional Communities in Secondary Schools
We argue that Latino/a students are more likely to major in science, technology, engineering, and math (STEM) in college if they were educated in high schools where they studied with satisfied teachers who worked in collaborative professional communities. Quantitative results demonstrate that collaborative professional communities in high school are important for Latino/a students’ choice of major in college. Results from qualitative interviews c…
Collective pedagogical teacher culture, teacher-student ethno-racial mismatch, and teacher job satisfaction
Assessing the Role of Teachers’ Unions in the Adoption of Accountability Policies in Public Education
Student–Teacher Ethno-Racial Matching and Reading Ability Group Placement in Early Grades
This article investigates the relationship between student–teacher ethno-racial matching and students’ placement in reading ability groups in kindergarten and first grades in the United States. Multilevel regression analysis of a nationally representative sample of students shows that Latino/a first graders are more likely to be placed in higher ability groups when assigned to Latino/a teachers. Furthermore, teachers’ perception of students’ lear…
Collective Pedagogical Teacher Culture and Mathematics Achievement: Differences by Race, Ethnicity, and Socioeconomic Status
Scholars have not adequately assessed how organizational cultures in schools differentially influence students' mathematics achievement by race and socioeconomic status (SES). We focus on what we term collective pedagogical teacher culture, highlighting the role of professional communities and teacher collaboration in influencing mathematics achievement. Using cross-classified growth models, we analyze data from the Early Childhood Longitudinal S…
Is Academic Engagement the Panacea for Achievement in Mathematics across Racial/Ethnic Groups? Assessing the Role of Teacher Culture
Student engagement with school symbolizes efforts toward learning and is one of the strongest predictors of academic success. However, returns to engagement vary across racial and ethnic groups. Scholars have established that human agency is constrained by organizational environments, but they have not adequately assessed whether the advantages associated with engagement and the disadvantages associated with disengagement accrue evenly to groups …
Moving Latino/a Students Into STEM Majors in College: The Role of Teachers and Professional Communities in Secondary Schools
We argue that Latino/a students are more likely to major in science, technology, engineering, and math (STEM) in college if they were educated in high schools where they studied with satisfied teachers who worked in collaborative professional communities. Quantitative results demonstrate that collaborative professional communities in high school are important for Latino/a students’ choice of major in college. Results from qualitative interviews c…
Collective pedagogical teacher culture, teacher-student ethno-racial mismatch, and teacher job satisfaction
Teacher Job Satisfaction and Student Achievement: The Roles of Teacher Professional Community and Teacher Collaboration in Schools
Studies have not conclusively established whether teacher job satisfaction improves student achievement or whether the advantages to students from having satisfied teachers vary with the broader school culture. In this article, we investigate two research questions: (1) Is there a relationship between teacher job satisfaction and students’ math and reading growth in elementary school? (2) How do schools’ organizational cultures moderate the relat…
Student–Teacher Ethno-Racial Matching and Reading Ability Group Placement in Early Grades
This article investigates the relationship between student–teacher ethno-racial matching and students’ placement in reading ability groups in kindergarten and first grades in the United States. Multilevel regression analysis of a nationally representative sample of students shows that Latino/a first graders are more likely to be placed in higher ability groups when assigned to Latino/a teachers. Furthermore, teachers’ perception of students’ lear…
Assessing the Role of Teachers’ Unions in the Adoption of Accountability Policies in Public Education
Effects of diffusion and education on women’s fertility in India
This paper investigates independent and joint effects of education and diffusion of information on fertility choices of women in India. Two dimensions of diffusion are social learning and social influence. Social learning implies women’s exposure to mass media, membership of social groups, social network, and the presence of other married women in the household. Social influence entails gender roles in the household, women’s financial autonomy, a…
Parental Involvement in Education (6 works) · Psychology (6 works) · Early Childhood Education and Development (5 works) · Mathematics education (5 works) · Pedagogy (5 works) · Academic achievement (4 works) · Sociology (4 works) · Medicine (3 works) · Political science (3 works) · School Choice and Performance (3 works)