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1.
ABSTRACT

The authors examined the differential effects of teachers on female, minority, and low-socioeconomic status (SES) students’ achievement in Grade 4. They used data from a randomized experiment (Project STAR) and its follow-up study (LBS). Student outcomes included Grade 4 SAT scores in mathematics, reading, and science and student demographics included gender, race, and SES. The authors used multilevel models to determine how teacher effectiveness interacted with student gender, race, and SES. We also explored whether teacher effects were more pronounced in schools with high proportions of minority or female students. Results indicated that all students benefited from having effective teachers. The differential teacher effects on female, minority, and low-SES students’ achievement, however, were insignificant. There is some evidence in mathematics that teacher effects are more pronounced in high-minority schools. Finally, teacher effects seem to be consistent within and between schools.  相似文献   

2.
This study investigated the link between teacher expectations and student learning, relying on longitudinal data from 64 classrooms and 1026 first-grade students in Germany. Further, based on a subsample of 19 classrooms with 354 students, we explored the mediating role of three characteristics of teacher feedback rated in video-recorded school lessons. The results showed that teacher expectations were inaccurate to some extent; that is, they did not entirely agree with students' current achievement, general cognitive abilities and motivations. In addition, this inaccuracy in teacher expectations significantly predicted students’ end-of-year achievement, even after prior achievement, general cognitive abilities, motivation, and student background characteristics were considered. Specifically, inaccurately high teacher expectations were associated with greater achievement in reading and mathematics, whereas inaccurately low teacher expectations were associated with lower achievement in reading only. Furthermore, teacher feedback varied significantly with inaccurate teacher expectations but did not substantially mediate teacher expectancy effects.  相似文献   

3.
We use a rich administrative dataset from North Carolina to explore questions related to the relationship between teacher characteristics and credentials on the one hand and student achievement on the other. Though the basic questions underlying this research are not new—and, indeed, have been explored in many papers over the years within the rubric of the “education production function”—the availability of data on all teachers and students in North Carolina over a 10-year period allows us to explore them in more detail than has been possible in previous studies. We conclude that a teacher's experience, test scores and regular licensure all have positive effects on student achievement, with larger effects for math than for reading. Taken together the various teacher credentials exhibit quite large effects on math achievement, whether compared to the effects of changes in class size or to the socio-economic characteristics of students.  相似文献   

4.
This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from ‘attainment’) were found. There was a little overlap of studies in existing reviews. The second part of the systematic review focuses on the most recent intervention studies exploring PD and student reading achievement. The results of a meta-analysis of all high-quality studies are presented in the third part of the paper. This analysis showed no strong evidence of publication bias and an effect size for PD on student literacy of g = 0.225. This effect was moderated by the number of hours of PD whereby studies with fewer than 30 h of PD was significant for student reading outcomes (g = 0.367, p < 0.001) but more than 30 PD hours was not significant (g = 0.143, p > .05). Following a Weight of Evidence assessment, analysis showed that nearly all high-quality articles involved shorter PD. Weight of Evidence was a significant moderator, (g = 0.408, p < 0.001 for high-quality studies, g = 0.077, p > 0.5, n.s., for medium quality studies). Our review suggests that only high-quality studies of short teacher PD currently provide evidence of impact on student’s reading achievement.  相似文献   

5.
Abstract

Grade retention, the practice of requiring a student to remain in the same grade the following year, disproportionately affects students with sociodemographic risk and facing academic challenges. Each year, the United States spends $20 billion on retention and two million children are retained. Extant studies examining early elementary grade retention generally focus on short-term effects and academic outcomes; little is known about long-term effects on academic and psychosocial outcomes in the middle grades. The current study uses propensity score methods and a national data set to estimate the effect of first- or second-grade retention on academic achievement and psychosocial outcomes six or seven years later. By comparing students who were retained to students who were similar on observed characteristics but otherwise promoted, we generate causal estimates that show a statistically significant negative effect of retention on reading achievement. Significant and robust effects were not consistently detected for other academic or psychosocial outcomes. As grade retention is a widely used educational intervention, implications for its effectiveness from a policy and practice perspective are discussed.  相似文献   

6.
Abstract

My Teaching Partner-Secondary (MTP-S) is a web-mediated coaching intervention, which an initial randomized trial, primarily in middle schools, found to improve teacher–student interactions and student achievement. Given the dearth of validated teacher development interventions showing consistent effects, we sought to both replicate and extend these findings with a modified version of the program in a predominantly high school population, and in a more urban, sociodemographically diverse school district. MTP-S produced substantial gains in student achievement across 86 secondary school classrooms involving 1,194 students. Gains were robust across subject areas and equivalent to moving the average student from the 50th to the 59th percentile in achievement scores. Results suggest that MTP-S can enhance student outcomes across diverse settings and implementation modalities.  相似文献   

7.
ABSTRACT

We first examined the effects of a year-long professional development (PD) programme for elementary science teachers on fifth grade student performance on state-mandated science achievement tests of students from a treatment and a comparison group of teachers in the 2009–2010 academic year. Then, we investigated the longer-term impacts by comparing the 2010–2011 student test results of the teachers one year after receiving treatment in 2009–2010 with the students of teachers who received treatment during 2010–2011. Test scores were analysed using a propensity score matching method to examine the relationship between the PD and student achievement. Results showed that even though the treatment teachers were out of the classroom 20% of the school year to attend the PD, there was no difference between their students’ science achievement scores and those of the comparison teachers who were in the classroom every day. This is an important finding because many principals and parents are reluctant to provide teachers with release time for PD. We also determined that students of teachers one year after participating in the PD significantly (p?<?0.001) with a medium effect size (η2?=?.088) outperformed students of teachers who had just completed the programme. This suggests that it takes time for teachers to implement new teaching strategies and that to observe the impact of an intervention programme, it may be important to expand the timeframe of the programme evaluation.  相似文献   

8.
Abstract

By incorporating two theoretical frameworks this study examines how school characteristics shape first-grade reading ability-grouping practices, and how this, in turn, affects students’ reading achievement. The author uses the data from the Early Childhood Longitudinal Study and applies the propensity-score method to examine whether first-grade ability grouping improves student achievement, whether ability grouping increases achievement inequalities, and whether its effects vary by student initial abilities and/or school contexts. Findings support an argument that ability grouping is an organizational response to problems of diversity in the student body. Schools that use ability grouping are likely to have heterogeneous ability compositions. They are also public, low-performing, low socioeconomic status, and high-minority schools. In these schools, ability grouping has no effects or negative effects, particularly for low-ability students. In contrast, ability grouping may improve achievement for all students in schools with advantageous characteristics, mostly private schools, and may reduce achievement inequalities, because low-ability students benefit the most from this practice.  相似文献   

9.
This paper discussed a study of the differences in student learning achievement and retention in a college-level statistics course taught in a variety of teaching/learning environments. Statistical test results revealed that students experiencing a CAI environment performed no differently on achievement or retention tests than students experiencing a traditional lecture/discussion environment. However, students experiencing an “enriched” CAI environment (CAI plus planned teacher/student contacts) performed significantly better on achievement tests than students experiencing any of several other environments, including: lecture/discussion, lecture/discussion supplemented with planned teacher/student contacts, PI texts, PI texts supplemented with planned teacher/student contacts, and CAI.  相似文献   

10.
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   

11.
ABSTRACT

This review aimed to illustrate the development in the teacher expectation literature and discuss the major avenues of research in the teacher expectation field from 1989 to 2018. Four analytical themes emerged from a narrative synthesis based on a systematic literature search: (1) influential factors on teacher expectations; (2) mediation mechanism of teacher expectations; (3) moderating factors of teacher expectation effects; (4) teacher expectation effects on student socio-psychological, behavioural, and achievement outcomes. On the whole, most studies confirmed earlier research findings regarding the 4 themes, although there were some studies that found results contradicting earlier work. In addition, new research topics and directions raised in the past 3 decades were identified in this review, especially regarding the mediation of teacher expectations and the socio-psychological and behavioural outcomes of the expectation effects. The review concludes with a set of recommendations for future research directions on teacher expectations.  相似文献   

12.
According to the Pygmalion effect, teachers' expectancies affect students' academic progress. Many empirical studies have supported the predictions of the Pygmalion effect, but the effect sizes have tended to be small to moderate. Furthermore, almost all existing studies have examined teacher expectancy effects on students' achievement at the student level only (does a specific student improve?) rather than at the classroom level (do classes improve when teachers have generally high expectations of their students?). The present study scrutinized the Pygmalion effect in a longitudinal study by using a large sample in regular classrooms and by differentiating between two achievement outcomes (grades and an achievement test) and two levels of analyses (the individual and classroom levels). Furthermore, students' self-concept was studied as a possible mediator of the teacher expectancy effect on achievement. Data come from a study with 73 teachers and their 1289 fifth-grade students. Multilevel regression analyses yielded three main results. First, Pygmalion effects were found at the individual level for both achievement outcomes. Second, multilevel mediation analyses showed that teacher expectancy effects were partly mediated by students' self-concept. Third, teachers' average expectancy effects at the class level were found to be nonsignificant when students' prior achievement was controlled.  相似文献   

13.
Use of different teaching materials and curriculum for the same subjects is always a confounding factor in studies investigating teacher characteristics and student achievement. The purpose of this study is to understand the effects of different teacher qualities on student achievement in high schools with a standards-based curriculum delivered over a blended learning environment. Utilizing quantitative research approach, this study investigates the effects of teacher characteristics and teaching practices in a course offered through Cisco Networking Academy, which has a standards-oriented curriculum delivered online. Participants in the study were 226 teachers and 3299 students from Networking Academies located in the USA. The findings suggest that certain teacher characteristics such as teaching experience, degree, and primary teaching field do not have effects on student achievement.  相似文献   

14.
Abstract

We 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   

15.
Abstract

The relationship between teacher locus of control (A), teacher behavior (B), student behavior (C), and student achievement (D) was investigated. It was predicted that internal teachers would produce higher achieving students by maintaining a controlled learning environment, thereby engaging students in more appropriate on-task behavior. The first part of the study found modest correlations between I-E scores of 44 fourth grade teachers and student achievement in reading, language, and math. In the second part, the behavior of a subsample of 17 teachers and their students was observed. Although the complete A-B-C-D link was not obtained, several parts of the model did relate significantly.  相似文献   

16.
The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students’ social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes.  相似文献   

17.
This review brings together the literature on inquiry-based teaching and learning and science teacher professional development (PD). We present a targeted critical review of research focused specifically on the nature of PD programs purported to emphasize inquiry. Our review analyzes the features of each program and critiques the reported outcomes of each study. Findings from this review suggest a general alignment with recommended features of effective PD as outlined in the literature with a few notable exceptions, including: supporting teachers in developing inquiry-based lesson plans, providing authentic inquiry experiences, and focusing on science content for teachers. More importantly, our review reveals that no reported study has connected participation in inquiry-based PD with all the desired outcomes of teacher PD: enhanced teacher knowledge, change in beliefs and practice, and enhanced student achievement. Implications for future research on inquiry-based PD programs are discussed.  相似文献   

18.
Knowledge foundations for teaching reading and spelling   总被引：1，自引：0，他引：1  
Changes in education policy, the accumulation of research evidence that skilled instruction prevents and ameliorates reading failure, accountability requirements, and a new emphasis on multi-tiered interventions in schools are all causing a growing interest in improving teacher knowledge and skill in reading instruction. Consensus frameworks that explain reading development and individual differences provide an outline for what teachers need to know. The details of that content, however, including the English phonological system, the organization of English orthography, and the language structures that are processed during reading and writing, are challenging for teachers to learn. Recent studies are reviewed that investigate the relationship between teacher knowledge, practice, and student outcomes. The paper argues that teachers must have considerable knowledge of language structure, reading development, and pedagogy to differentiate instruction for diverse learners. Policy mandates for improvement of reading achievement should provide for more effective teacher education, as the knowledge base is not learned casually or easily. Research on how teachers best develop expertise should inform our licensing and professional development programs.  相似文献   

19.
This article focuses on the development and use of alternative reading measures that are performance based (authentic and direct), technically adequate, and help teachers make instructional decisions. Although performance assessments are promulgated as better than many traditional, published measures of achievement, few studies on technical adequacy have been conducted. We present 2 studies that focus on concurrent criterion validity and instructional decision making; the studies are framed as examples of reading measurement within the debate on whole language programs. The first study focuses on the relation of the performance measure of oral reading with several other reading measures; the second study focuses on teacher decision making, using quantitative and qualitative outcomes reflecting individual student change in performance (in reading fluency and prosody) over time. In this article, both studies are described briefly, and the emphasis of discussion is placed on appropriately evaluating programs so that the measures match the interventions (are systemically valid) and support their effec- tiveness for use with individual students.  相似文献   

20.
Over the past 20 years, the number of teacher's aides in the United States has more than doubled, potentially in response to the growth of special education programs now taking place in general education schools. Surprisingly, little research at all has focused on the role that teacher's aides may play in improving student achievement, and no known study had examined this for students with disabilities. The author addressed this void by examining how teacher's aides link to achievement outcomes for students with disabilities in kindergarten. Using nationally representative data, the findings suggest that students with disabilities in full-day kindergarten have higher reading and mathematics outcomes at the end of kindergarten when the classroom has a teacher's aide. In contrast, there was no observed benefit for students with disabilities in part-day kindergarten. The size and strength of this relationship differs by individual characteristics and teacher and classroom characteristics. Implications are discussed.  相似文献   

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