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1.
Lisa Didion Jessica R. Toste Marissa J. Filderman 《Journal of research on educational effectiveness》2020,13(1):29-66
AbstractResearch-based instruction is necessary to support students’ reading development, and professional development (PD) is a critical avenue to ensuring high-quality instructional practices. To date, there has been no comprehensive review focused on the effects of teacher PD on student reading achievement. As such, the purpose of the present meta-analysis was to examine the impact of teacher PD on reading outcomes for students in kindergarten through 8th grade. A secondary aim was to determine whether study, program, or participant characteristics were potential moderators of these effects. A comprehensive search of published and unpublished research between 1975 and 2017 resulted in 28 studies that met prescribed criteria. Results indicate that teacher PD has a moderate and significant, positive average effect on reading achievement. However, moderator analyses did not explain the variance in the effects of PD on student outcomes. Primarily, studies represented typically-developing students in the elementary grades, with only three studies including middle school students and four studies including reading outcomes of students with or at-risk for reading disabilities. Recommendations for improved study designs that allow for more in-depth investigation of the characteristics of effective PD and mechanisms of change in student outcomes are discussed. 相似文献
2.
教师专业发展是提高学校教育质量和学生学业成就的关键因素。关于教师专业发展的实证研究主要关注的是专业发展活动对教师本身的影响,较少有研究关注专业发展活动对学生带来的影响。本研究基于2016~2019年北京市高中阶段4万多名学生的标准化考试成绩和近2000名教师的问卷调查数据,采用增值模型分析教师对学生学业成绩的增值影响,并进一步聚焦教师参与区级和校本教研活动对学生学业成绩的影响。分析结果显示,教师参与区级教研活动的程度对学生成绩有显著的正向影响,其中聚焦于学科课程内容的教研活动对学生成绩的增值作用尤其显著。此外,教师参与校本教研活动的程度对学生成绩有显著的正向影响,其中教师之间的非正式交流的积极作用不容忽视。 相似文献
3.
《Peabody Journal of Education》2013,88(4):79-107
In this study, I examined the validity of a performance-based, subject-specific teacher evaluation system by analyzing the relationship between teacher evaluation scores and student achievement. From a policy perspective, establishing validity was important because it is embedded in a knowledge-and skills-based pay system, which attached high stakes to evaluation scores. In the first stage of the study, I used hierarchical linear modeling (HLM) to estimate value-added teacher effects, which were then correlated with teacher evaluation scores in literacy, mathematics, language arts, and a composite measure of student achievement. Additionally, teacher evaluation scores were inserted into the HLM models as subject-specific predictors of student achievement. Results indicate a strong, positive, and statistically significant relationship between teacher evaluation scores and student achievement in reading and a composite measure of teacher and student performance and a positive, although not statistically significant, relationship in mathematics. In the second stage of the study, I used document analyses and interviews with teachers to explore factors affecting the relationship between teacher evaluation scores and student achievement across subjects. Findings suggest that the relationship is stronger in reading than mathematics because both teachers and evaluators have more pedagogical knowledge and better alignment to standards and assessments in reading than in math. 相似文献
4.
Anne S. Hynds Rawiri Hindle Catherine Savage Luanna H. Meyer Wally Penetito Christine Sleeter 《The Teacher Educator》2013,48(3):230-249
There is a dearth of empirical evidence that examines the impact of teacher professional development for culturally responsive pedagogies, particularly on Indigenous student achievement and teacher practices. Te Kotahitanga was a large-scale professional development initiative for culturally responsive practices for secondary teachers in New Zealand. To study its impact, we used a mixed-methods research approach to gather and analyze data on student achievement outcomes, classroom practices, and perceptions of teachers and students. While results suggested positive changes associated with the program, findings also highlighted ongoing challenges associated with transforming practice for Indigenous Māori students. Specific challenges of analysis are highlighted, along with recommendations for further research and development work in secondary schools. 相似文献
5.
校长领导力是如何影响学生成绩的?为什么说一个好校长就是一所好学校?对于这些问题,国外关于校长领导力与学生成绩关系的大量实证研究已经初步形成了五个具有影响力和说服力的理论模型:校长领导力三元理论模型、学校氛围中介效应模型、校长领导行为涟漪效应模型、以学习为中心的校长领导力模型和成功校长领导模型,可以很好地解释校长领导力影响学生成绩的方式与关系,对于校长如何提高学校办学质量以及如何提高学生成绩具有实践的指导价值。其中学校发展的政策背景、校长的专业培训、学生的家庭背景、利益相关者的需要等都会对校长领导力产生影响,而校长领导力与这些变量的相互作用又会对学校条件、教室条件以及教师质量产生影响,进而影响学生成绩。 相似文献
6.
With teacher quality repeatedly cited as the most important schooling factor influencing student achievement, there has been increased interest in examining the efficacy of teacher training programs. This paper presents the results of research investigating the relationship between teachers who graduate from different training programs and student achievement on state reading and math tests. Using a novel methodology that allows teacher training effects to decay, we find that training institution indicators explain a statistically significant portion of the variation in student achievement in reading, but not in math. Moreover, there is evidence that graduates from some specific training programs are differentially effective at teaching reading than the average teacher trained out-of-state and that these differences are large enough to be educationally meaningful. 相似文献
7.
Econometric studies suggest that student achievement may be improved if high-performing teachers are substituted for low-performing teachers. Drawing upon a recent study linking teacher performance on licensure exams with gains in student achievement, an analysis was conducted to determine the cost-effectiveness of requiring teacher applicants to meet a minimum 1000 SAT test score requirement, while raising teacher salaries by 45 percent in order to maintain an adequate pool of candidates. Results indicate that the cost-effectiveness of this approach to raising teacher quality is substantially lower than the cost-effectiveness of a competing approach for raising student achievement, involving the implementation of systems that provide formative assessment feedback to students and teachers regarding student performance in math and reading. The implementation of formative assessment instead of less cost-effective approaches would help to achieve the important goal of raising math and reading achievement while using fewer resources. The savings in resources may then be used to achieve other important educational goals—those that are not well-addressed through formative assessment. 相似文献
8.
This study examines the relationship between key elements of the School Excellence Model (SEM) and student achievement in reading, mathematics and science as measured by the Programme for International Student Assessment (PISA) 2012 and the Teaching and Learning International Survey (TALIS) 2013, using a sample of 166 schools in Singapore. Strategies, quality and resources are identified as school-level dimensions commonly involved in the SEM to select variables in PISA 2012 and TALIS 2013. A multilevel data analysis was conducted using hierarchical linear modelling. The results indicate that a triangulated school strategy focused on strengthening teacher participation, principal commitment and school responsibility has significant relationships with student performance. In particular, teachers’ instructional improvement contributed to student achievement, while teacher ratio to support teaching staff accounts for the largest variance in student achievement. Finally, school extra-curricular activities promote well-rounded student development that enhances learning achievement. Findings highlight the importance of school-based accountability that empowers teachers, in building school capacity for student achievement. 相似文献
9.
The Tennessee Value-Added Assessment System (TVAAS) has for several years used the largest longitudinally merged database of student achievement data in the USA. to generate estimates of school system, school, and teacher effects on indicators of student learning in a number of subjects, including reading comprehension. A Learning Information System (LIS) (not to be confused with an Integrated Learning System) is a formative, curriculum based, criterion referenced assessment delivered and scored by computer, which provides detailed feedback in different forms for different stakeholders. The Accelerated Reader (AR) LIS for reading comprehension of real ("trade") books captures the data for each student on the length and difficulty of each book, and the student's percent correct response on the assessment. It aims to help teachers promote and manage effective reading practice. AR data on 62,739 students from grades 2 to 8 in Tennessee schools was merged with the TVAAS teacher effects database, and relationships between these independently obtained measures explored. This illuminated some factors in teacher management of the quality and quantity of student reading practice which could be causative in improving reading comprehension, and the impact of implementation integrity of the LIS. 相似文献
10.
AbstractWe exploit within-teacher variation in the years that math and reading teachers in grades 4–8 host an apprentice (“student teacher”) in Washington State to estimate the causal effect of these apprenticeships on student achievement, both during the apprenticeship and afterwards. While the average causal effect of hosting a student teacher on student performance in the year of the apprenticeship is indistinguishable from zero in both math and reading, hosting a student teacher is found to have modest positive impacts on student math and reading achievement in a teacher’s classroom in following years. These findings suggest that schools and districts can participate in the student teaching process without fear of short-term decreases in student test scores while potentially gaining modest long-term test score increases. 相似文献
11.
In national education systems worldwide, teacher quality has become synonymous with education reform efforts, but a more elusive goal is empirically measuring teacher quality. One proposed measure of teacher quality, teacher licensing, also known as certification, is an increasingly ubiquitous component of national education systems and pre-service teacher education around the world. Rapidly developing national education systems, like those in the Arabian Gulf states, are actively seeking to measure teacher quality through teacher certification and to estimate teacher quality using scores on student achievement tests. This study synthesizes research literature and contextual data as a foundation for using hierarchical linear models to estimate the impact of teacher certification on student achievement in the Gulf Cooperation Council (GCC) countries. Despite the emphasis on improving teacher quality by establishing teacher certification requirements in GCC national education systems, the researchers found neither a direct nor a consistent association between teacher certification and student achievement in the GCC. 相似文献
12.
Julie Gess-Newsome Joseph A. Taylor Janet Carlson April L. Gardner Christopher D. Wilson Molly A. M. Stuhlsatz 《International Journal of Science Education》2019,41(7):944-963
ABSTRACTIn this exploratory study, we attempted to measure potential changes in teacher knowledge and practice as a result of an intervention, as well as trace such changes through a theoretical path of influence that could inform a model of teacher professional knowledge. We created an instrument to measure pedagogical content knowledge (PCK), studied the impact of a two-year professional development intervention, explored the relationships among teacher variables to attempt to validate a model of teacher professional knowledge, and examined the relationship of teacher professional knowledge and classroom practice on student achievement. Teacher professional knowledge and skill was measured in terms of academic content knowledge (ACK), general pedagogical knowledge (GenPK), PCK and teacher practice. Our PCK instrument identified two factors within PCK: PCK-content knowledge and PCK-pedagogical knowledge. Teacher gains existed for all variables. Only GenPK had a significant relationship to teacher practice. ACK was the only variable that explained a substantial portion of student achievement. Our findings provide empirical evidence that we interpret through the lens of the model of teacher professional knowledge and skill, including PCK [Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28–42). London: Routledge Press], highlighting the complexity of measuring teacher professional knowledge and skill. 相似文献
13.
Janet Looney 《European Journal of Education》2011,46(4):440-455
As countries aim to ensure high achievement for all students, improving and sustaining the quality of the teacher workforce is a vital policy priority. Several studies have found that well-designed teacher evaluation systems, aligned with professional learning and development, can contribute to improvements in the quality of teaching and raise student achievement. This article provides an overview of research on teacher evaluation for improvement and suggests directions for policy and research to strengthen systems. 相似文献
14.
Keith Lloyd 《School Leadership & Management》2013,33(4):317-329
This study investigated the differences and similarities in the impact of school leadership on student mathematics achievement in different global regions using TIMSS international data. Three-level unconditional and conditional hierarchical models were fitted to the data in each country. The findings showed that the variables of teacher professional development and interactions with other teachers at the student level had inconsistent influence on student achievement outcomes across countries. In all but one of the countries in the sample, the proportion of economically disadvantaged students was related to student achievement. In England there were significant differences on several key variables. 相似文献
15.
Evidence of a gap in student understanding has been well documented in chemistry: the typical student holds an abundance of misconceptions. The current expectation is that educational reform will foster greater student achievement via inquiry teaching within classrooms. Using assessments involving both conceptual and algorithmic knowledge of gas behaviour, gas laws, and phase changes in chemistry, this study aims to determine the relationship between inquiry teaching and student achievement. The topics were tested in the context of a unit from a reform‐based curriculum that features inquiry, hands‐on activities, and cooperative learning. This curriculum provides step‐by‐step guidance for each lesson in the teacher materials, in order to promote quality inquiry teaching. Two schools were involved in this study, with two high school chemistry teachers from each school. Each teacher participated in professional development and implemented this curriculum with sufficient training and guidance to develop reform methods. Student achievement was found to positively correlate with the use of inquiry teaching about the assessed concepts, regardless of teacher experience or school context. 相似文献
16.
Much attention has been given to the impact of cooperative teachers on the pedagogical behaviour of student teachers. In many cases, however, cooperating teachers gain as much from the student teacher as the student teacher acquires from them. This study was designed to elicit answers to the following two questions: (1) What are the perspectives of early childhood cooperating teachers regarding early reading instruction in the Jordanian context? and (2) Does the perspectives of early childhood cooperating teachers engaging in early reading instruction change as a result of working with student teachers? The study targeted a sample of 25 cooperating teachers and 28 student teachers who participated in the study by completing a questionnaire, and follow-up interviews were also conducted with 13 cooperating teachers. Results of this study indicate that cooperating teachers endorse the phonics method more than the whole language (WL) approach. Unlike past research, the results of this study revealed that (1) the student teaching experience had no effect on the perspective of cooperating teachers regarding early reading instruction and (b) the perspectives of cooperating teachers do not become similar to those of their student teachers who were WL-oriented. The results have implications for early childhood teacher education programmes and professional development for kindergarten teachers. 相似文献
17.
真正有效的教师评价政策需要在实践中检验。作为美国教育改革的领军者,田纳西州致力于构建基于表现的、严格公正的教师评价和支持体系。田纳西州教师评价体系历经三次布局调整,围绕基于学生成绩定义有效教师、完善课堂观察方式、提升评价反馈质量、平衡统一与放权等核心问题,从教师问责与赋权、个性化专业学习、循证决策三方面提升政策质效。基于比较的视角,审视田纳西州教师评价政策的方向调整、困境突围和变革路径,可为我国转型中的教师评价政策提供借鉴。 相似文献
18.
Subject departments as professional communities? 总被引：1，自引：0，他引：1
《British Educational Research Journal》2004,30(6):785-800
A growing body of literature suggests that when schools become professional communities there are expected benefits in terms of teacher learning, school improvement and student achievement. In this article the concept of professional communities is examined for certain subject departments in Dutch secondary schools. The authors report on research into the extent to which mathematics departments operate as professional communities. At the same time, it was investigated whether the level at which departments operate as professional communities is related to student achievement. The results indicate that departments are cohesive bodies regulating teacher behaviour in several respects. However, as professional communities they do not focus on improving the quality of their teachers and instruction. Some characteristics of professional communities prove to be beneficial for student achievement, while others are not. The authors offer recommendations on how departments can develop into more professionally organised communities. 相似文献
19.
By comparing two large-scale professional development programs' content and impact on student achievement, we contribute to research on critical features of high quality professional development, especially content focus. Even though the programs are conducted in the same context and are highly similar if characterized according to established research frameworks, our results suggest that they differ in their impact on student achievement. We therefore develop an analytical framework that allow us to characterize the programs’ content and delivery in detail. Through this approach, we identify important differences between the programs that provide explanatory value in discussing reasons for their differing impacts. 相似文献
20.
Teachers’ personal self-efficacy about their ability to motivate students and encourage learning has been shown to affect
the classroom they create and student achievement. Therefore, research has been conducted on ways to increase teacher efficacy
for in-service and pre-service teachers. One area of research that has been explored is the impact of field experiences on
pre-service teachers. This review explores the research on field experiences and tutoring as well as the role these different
experiences may play in pre-service teacher efficacy and knowledge of teaching reading. Overall, researchers have found that
field experiences have varying effects on efficacy; however, researchers have found that tutoring field experiences in particular
have been found to have a positive impact on pre-service teachers’ abilities to teach a particular content (e.g., reading)
to the individual student and to put theory into practice. On the whole, this literature review suggests that we currently
lack research exploring the possible benefits of simultaneously impacting efficacy and reading knowledge in pre-service teachers
through tutoring. 相似文献