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1.
教育增值评价先行者——美国田纳西州教育增值评价模式解析 总被引：1，自引：0，他引：1
美国田纳西州增值评价模式(TVAAS)通过对学生多年的学业成就数据进行纵向分析,测定学校系统、学校和教师促进学生学业进步的有效性。其研究发现,种族、社会经济因素、班级规模以及班级成员的异质性均不是学生学业增长较好的预测指标,教师效能才是学生学业进步的主要因素;教师的影响是附加的和累积的,且没有补偿效应。TVAAS是对教育评价方法的有益补充。 相似文献
2.
Teachers make a difference in student academic growth. Students from low-income, minority communities attend schools with
less resources and less qualified teachers than students in wealthier communities. The Race to the Top (RTTT) policy by the
U.S. Department of Education has attempted to address the achievement gap based on SES and the disparity in the quality of
teachers between communities. The policy stipulates that teacher effectiveness be determined, in significant part, by student
growth measures and supplemented with multiple observation-based assessments. The emphasis placed on student outcomes to indicate
teacher effects has served to link teacher evaluations with teacher effectiveness. This review article examines the reported
benefits and critical responses to the use of a prominent student growth measure, the Education Value-Added Assessment System
(EVAAS), in terms of its implementation as an evaluation tool of teacher effectiveness in low-income, minority schools. Models
of observational teacher evaluations, taking into consideration common attributes of effective teachers in low-income schools,
are presented as supplemental measures to provide more in-depth information to interpret value-added analyses and to minimize
possible misinterpretation of student growth data or the misclassification of teachers’ effectiveness for teachers in low-income
schools. Information obtained from a combination of evaluation measures can be used to identify both effective and ineffective
teachers, to target areas in need of improvement to increase teacher effectiveness, and to make decisions concerning the equitable
distribution of effective teachers, especially for students who are most in need. 相似文献
3.
Teacher and Classroom Context Effects on Student Achievement: Implications for Teacher Evaluation 总被引：2，自引：0，他引：2
William L. Sanders S. Paul Wright Sandra P. Horn 《Journal of Personnel Evaluation in Education》1997,11(1):57-67
The Tennessee Value-Added Assessment System (TVAAS) has been designed to use statistical mixed-model methodologies to conduct multivariate, longitudinal analyses of student achievement to make estimates of school, class size, teacher, and other effects. This study examined the relative magnitude of teacher effects on student achievement while simultaneously considering the influences of intraclassroom heterogeneity, student achievement level, and class size on academic growth. The results show that teacher effects are dominant factors affecting student academic gain and that the classroom context variables of heterogeneity among students and class sizes have relatively little influence on academic gain. Thus, a major conclusion is that teachers make a difference. Implications of the findings for teacher evaluation and future research are discussed. 相似文献
4.
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
5.
There is an increasing interest in linking character education programs with social and academic outcomes. The Child Development
Project (CDP) is a character education program that promotes academic and social growth in teachers and students. This theory-driven
evaluation employed a quasi-experimental design with matched control schools. School personnel participated in an intensive
professional development process to learn the CDP model. Performance measures included state-mandated achievement measures,
teacher self-assessment reports, and student attitudes and outcomes. Results yielded support for the CDP model as a strategy
to improve social and, if properly implemented, cognitive outcomes in students; the model also improved teacher self-assessment
and provided information that may facilitate professional growth about school collegiality. Implications for policy and practice
will be discussed. 相似文献
6.
Teacher expectations are associated with student academic achievement, but no research has generated new theory that explains how teacher expectation effects occur from students' perspectives. A substantive theory explaining the process through which students reconcile with their teachers' expectations is presented in this paper, emphasising the role of caring student-teacher relationships in teacher expectation effects on academic achievement. The theory was constructed with 25 grade 10 participants across three Western Australian secondary schools, with data including 100 interviews and 175 classroom observations. The analysis and synthesis of the data confirmed that the students acted in ways that they reflected improved their academic attainment when their teachers communicated high expectations of them. Noddings' enduring philosophy of the ‘ethic of care’ is used as a discussion framework, emphasising implications for how teachers practise and learn to interact with their students so that they can initiate positive teacher expectation effects on student learning. 相似文献
7.
Florence Chang Marco A. Muñoz 《Educational Assessment, Evaluation and Accountability》2006,19(1-2):35-49
There is an increasing interest in linking character education programs with social and academic outcomes. The Child Development Project (CDP) is a character education program that promotes academic and social growth in teachers and students. This theory-driven evaluation employed a quasi-experimental design with matched control schools. School personnel participated in an intensive professional development process to learn the CDP model. Performance measures included state-mandated achievement measures, teacher self-assessment reports, and student attitudes and outcomes. Results yielded support for the CDP model as a strategy to improve social and, if properly implemented, cognitive outcomes in students; the model also improved teacher self-assessment and provided information that may facilitate professional growth about school collegiality. Implications for policy and practice will be discussed. 相似文献
8.
Michael J. Strambler Clark McKown 《Journal of educational and psychological consultation》2013,23(2):87-114
We present findings from a group-randomized teacher action research intervention to promote academic engagement and achievement among elementary school students. Eighteen teachers from 3 elementary schools were randomly assigned to 1 of 2 groups. Intervention teachers studied evidence-based instructional practices that cultivate academic engagement and conducted an action research project to implement selected practices in their classrooms. Control teachers participated in a self-study group and read about evidence-based practices to promote student engagement. Teachers in the action research group reported using more group-based instruction than self-study teachers. Students with initial low engagement and low reading grades demonstrated greater gains in these outcomes in action research classrooms than self-study classrooms. Implications for teacher development and the promotion of student academic outcomes are discussed. 相似文献
9.
《The Journal of educational research》2012,105(2):73-86
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
10.
Observations and student perceptions are recognised as important tools for examining teaching behaviour, but little is known about whether both perspectives share similar construct representations and how both perspectives link with student academic outcomes. The present study compared the construct representation of preservice teachers’ teaching behaviour as perceived by trained teacher observers and students. It also examined the predictive power of both measures of teaching behaviour for student academic engagement. The theoretical framework of teaching behaviour used in this study is based on evidence-based research derived from empirical teacher effectiveness research. The study was part of a national project that included 2164 students and 108 teachers in The Netherlands. Results suggest that, although observations and student perceptions of teaching behaviour shared similar theoretical considerations, the construct representations seemed to differ to some extent. Furthermore, although both perspectives are significant predictors of student academic engagement, student perceptions appeared to be more predictive of their perceived academic engagement than observations. Implications for research on learning environments and teacher education are discussed. 相似文献
11.
Jeffery H. Marshall M. Alejandra Sorto 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(2):173-197
Why are some teachers more effective than others? The importance of understanding the interplay between teacher preparation, pedagogy and student achievement has motivated a new line of research focusing on teacher knowledge. This study analyses the effects of teacher mathematics knowledge on student achievement using longitudinal data from rural Guatemalan primary schools. After presenting a conceptual framework for linking the work of the teacher with student learning in mathematics together with an overview of the different forms of teacher knowledge, the paper introduces the Guatemalan context and the analytical framework including the sample, data and methods. Overall, the results provide some empirical support for a widely held, if infrequently tested, belief in mathematics education: effective teachers have different kinds of mathematical knowledge. The results also suggest specific mechanisms by which effective teachers can make substantial impacts on student learning, even in extremely poor contexts. 相似文献
12.
Albert W. Wienen Inge Reijnders Marleen H. van Aggelen Elske H. Bos Laura Batstra Peter de Jonge 《Psychology in the schools》2019,56(2):232-241
School‐wide positive behavior support (SWPBS) is a systemic approach for implementing a proactive schoolwide discipline and for improving students’ academic and behavioral outcomes by targeting the school’s organizational and social culture. With a multilevel approach, the present study evaluates the relative effectiveness of SWPBS on teachers’ perceptions of the student behavior (N = 3,295) across schools, teachers, and children using a multilevel approach. We assessed teacher perception of student problem behavior five times during a 3‐year implementation of SWPBS in 23 Dutch schools. Multilevel analyses not only revealed a small increase in perceived prosocial behavior and a small decrease in problems with peers, but also different effects across children, teachers, and schools. Effects were stronger for girls and for students with higher severity of perceived problems at baseline. At teachers’ level, higher mean baseline severity of perceived problems was associated with the reduced impact of SWPBS on perceived emotional problems and problems with peers. At the school level, effects were stronger for regular schools as compared with special needs schools. 相似文献
13.
Antony Fielding 《School Effectiveness & School Improvement》2013,24(2):225-246
Some key methodological issues in factors affecting educational effectiveness within schools are discussed. The motivation is an analysis of subject teaching group effectiveness in English and Welsh GCE Advanced Level prior to a linking to resources. Cross-classified multilevel models with weighted random effects are suggested for disentangling student, group, and teacher effects. Analyses show that there is considerable variation between subjects within students. Teacher effects are shown to be considerable but explanations for variation cannot be sought in the conventional personal characteristics of teachers. One conclusion is that it is availability of data which constrains such investigations and not methodology. 相似文献
14.
Jana Straková Jaroslava Simonová David Greger 《School Effectiveness & School Improvement》2018,29(3):446-463
Educational effectiveness research has provided evidence about the importance of teacher beliefs and attitudes for teaching and learning. This study builds on the concept of academic optimism, which combines 3 aspects of a teacher’s professional creed: self-efficacy, trust, and academic emphasis. The study explores the functioning of the collective and individual measures of academic optimism in the Czech environment and studies its impact on students’ outcomes. The analyses are based on pilot data from 39 schools, 325 teachers, and 1,316 Grade 9 students and on the data from the Czech Longitudinal Study in Education (CLoSE), covering 163 schools, 1,469 teachers, and 4,798 students. The individual measure was selected for further studies based on 2-level confirmatory factor analysis. Two-level structural equation modelling showed a significant impact of a school’s academic optimism on students’ achievement even after controlling for prior achievement and socioeconomic status at both the student and the school level. 相似文献
15.
Levy Jack Wubbels Theo Den Brok Perry Brekelmans Mieke 《Learning Environments Research》2003,6(1):5-36
This study examined variables associated with differences in students' perceptions of interpersonal teacher behavior. The perceptions of 3023 students and 74 teachers in 168 classes in seven secondary schools were used in the analyses. Investigating variance at the student, class, teacher and school levels revealed that several variables are significantly related to students' perceptions: student and teacher gender, student and teacher ethnic background, student age and grade, class size, grade level, subject taught and teacher experience. There were interaction effects between some variables, such as student ethnicity and student gender, as well as student and teacher gender. While significant, the amount of variance explained by these was low (around 10%). The outcomes generally confirmed earlier research, although some new effects were found. Perhaps the main result of the study was its verification of the complex and interactive nature of students' perceptions of the learning environment and researchers' understanding of it. 相似文献
16.
This article explores what leadership practices are associated with International Baccalaureate (IB) student achievement. Using a combined data set of Diploma Program (DP) exam scores and teachers’ survey responses about school leadership from 29 schools in Southeast Asia, the article reports certain leadership practices (i.e., strategic resourcing, monitoring classroom teaching and curriculum, encouraging teacher learning and development) exercised in the sampled IB schools that are significantly associated with student academic outcomes. This article contributes to empirical literature on school leadership effects on student learning in international school settings, which is an underresearched inquiry in the field. 相似文献
17.
James Sebastian Haigen Huang Elaine Allensworth 《School Effectiveness & School Improvement》2017,28(3):463-488
Research on school leadership suggests that both principal and teacher leadership are important for school improvement. However, few studies have studied the interaction of principal and teacher leadership as separate but linked systems in how they relate to student outcomes. In this study, we examine how leadership pathways are related in the context of high schools and compare findings to research in elementary schools. Using survey and administrative data from high schools in a large urban context, the paper explores direct and indirect pathways from leadership to student achievement growth. The results indicate that there are 2 pathways through which principal leadership is related to student learning in high schools. One pathway is mediated by teacher leadership, whereas the second pathway does not include teacher leadership. We find that similar to elementary schools, the learning climate is the only organizational factor that links principal and teacher leadership with student achievement. 相似文献
18.
Education systems struggle to staff schools in rural areas or in areas with high concentrations of poverty. Potential policy solutions include financial incentives, mandatory rotations, and local recruitment drives, among others. First, this systematic review provides evidence on challenges with teacher staffing in certain types of schools. We observe lower teacher skill and higher teacher absence in rural areas in many countries. Second, the review synthesizes available experimental and quasi-experimental studies of government-implemented policies to increase the quantity or quality of teachers in hard-to-staff schools in low- or middle-income countries. Financial incentives—the most evaluated policies—are often effective at increasing the supply or reducing the turnover of teachers in hard-to-staff schools, and well-designed incentives can also increase the quality of teachers in these schools. Impacts on student outcomes are often positive. Although there are fewer evaluations, behavioral and informational interventions have been cost-effective in reducing vacancies in two countries. 相似文献
19.
Teacher effectiveness evaluations are considered an effective mechanism for promoting teacher growth. We implemented teacher effectiveness evaluations in three Chinese secondary schools over two years and (a) developed an action research framework for school-based teacher evaluations composed of five links, i.e., purpose and consensus, data collection and analysis, data interpretation and feedback, data use, and evaluation of the actions and (b) found that “school-based” instruments of student ratings have valid statistical properties, and teacher effectiveness can be regarded as a single-factor holistic concept in different schools. We also (c) analysed 2-year longitudinal data and identified changing trajectories of teacher effectiveness as an example for data feedback and use. Teacher effectiveness presents changing trajectories for different subgroups, representing different ecologies in three schools and provides insights for teacher growth. A (d) meta-evaluation of the actions shows that most teachers are positive about this evaluation, although differences are observed between schools. 相似文献
20.
Although positive teacher‐student relationships are known to aid students’ academic self‐regulation, the emotional aspects of teacher liking are often neglected within research. The present study used a large sample of seventh‐ and eighth‐grade students (N = 1,088; MAge = 13.7) in secondary schools in Germany to investigate whether the motivation students gain from specific well‐liked teachers (i.e., that students identify) can moderate the relation between their perception of teacher‐student relationships overall and academic self‐regulation (intrinsic motivation, identified, introjected, and external regulation). By means of latent moderated structural equations, students’ motivation based on liking one specific teacher was found to moderate the association between teacher‐student relationships and intrinsic motivation. The present study makes a contribution to the existing research on teacher‐student relationships and academic self‐regulation by investigating the role of students’ motivation related to the liking of a specific teacher. Results indicate that when early adolescent students can identify a well‐liked teacher, they tend to have higher levels of academic motivation. Hence, students’ motivation based on liking a single teacher compensates for generally low‐quality teacher‐student relationships and their respective impact on students’ intrinsic motivation. 相似文献