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Advancing The Science Of Hiring Teachers An Analysis Of The Effects Of Teacher Characteristics On Student Achievement
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Book Synopsis ADVANCING THE SCIENCE OF HIRING TEACHERS: AN ANALYSIS OF THE EFFECTS OF TEACHER CHARACTERISTICS ON STUDENT ACHIEVEMENT. by : Jonathan McRae
Download or read book ADVANCING THE SCIENCE OF HIRING TEACHERS: AN ANALYSIS OF THE EFFECTS OF TEACHER CHARACTERISTICS ON STUDENT ACHIEVEMENT. written by Jonathan McRae and published by . This book was released on 2014 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effect of teacher characteristics on student achievement as measured by the 2011 North Carolina End-of-Course English I exam. The purpose of this study is to identify teacher characteristics with a positive effect on student achievement as measured by North Carolina End-of-Course English I exams in low-wealth school districts in rural southeastern North Carolina. The method of analysis used to conduct the study examining the relationship between teacher characteristics and student achievement will be multiple linear regression. The research design includes: (a) criteria used for study selection, (b) operational definitions of the constructs being studied, (c) description of instruments used to measure the constructs, (d) the processes used to locate data, and (e) a description and table of the identified data. This is followed by a description of the coding processes used in documenting pertinent data from the study. The research design includes a description of the multiple linear regression processes used in synthesizing the data and the processes used in the analysis of the statistics generated from the multiple linear regression. All data relating to this study was collected from the database at the North Carolina Education Research Data Center (NCERDC) at Duke University after receiving approval from East Carolina University's Institutional Review Board. Results of the data indicated that the teacher characteristics, National Board Certification, college attended, and teaching experience had a significant effect on student achievement on the 2011 North Carolina End-of-Course English I exam. The data indicated student test scores associated with National Board Certification, attended a UNC institution as an undergraduate, and zero years experience were higher than student test scores associated with other teacher characteristics.
Book Synopsis Do Teachers Make a Difference? by : United States. Bureau of Educational Personnel Development
Download or read book Do Teachers Make a Difference? written by United States. Bureau of Educational Personnel Development and published by . This book was released on 1970 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: This collection of essays concerning recent research on pupil achievement focuses on the role of teachers. The papers served as the basis of discussions during a day-long conference in February, 1970, at the Office of Education. Topics included models of school effectiveness, teacher quality, teacher attitudes, and policy implications. While the state of research on the effects of teachers on pupil achievement is considered still primitive, a few tentative indicators are held to be emerging. From the papers in this collection, one is led to believe that schools can and do make a difference in the development of youth. Beyond this, it is thought that teachers are the single most important element in the school. The public policy implication is that more available resources must be devoted to the development of methods for recruiting, preparing, and utilizing quality educational personnel. It is held that the fact that great numbers of children are not learning to read and are not receiving other basic tools essential for productive living demands that ways to make teachers, administrators, and all educational personnel more effective be found.
Book Synopsis Do Teacher Characteristics Affect Student Achievement? by : James Virgil Shuls
Download or read book Do Teacher Characteristics Affect Student Achievement? written by James Virgil Shuls and published by . This book was released on 2013 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using a unique dataset, this dissertation analyzes the relationship between observable teacher characteristics and teacher effectiveness. Effectiveness is measured as a teacher's ability to improve student achievement on a standardized test. This analysis focuses on teachers of math and science at the elementary and middle school levels, as well as teachers of algebra, geometry, and 11th grade English language arts. The sample is drawn from Arkansas, a state that has a much more rural population than other states and cities where this type of analysis has been conducted in the past. For the analysis I am unable to link teachers directly to students, but I can match teachers and students to a course within a school. Thus, I generate a value added score at the school-course level and attribute that score to each teacher in that school, who teaches that course. I then regress observable teacher characteristics on the school-course value-added measure. In this way, I analyze the relationship between of a host of characteristics and student achievement. The observed characteristics include: certification route, licensure exam scores, experience, graduate degrees, and in some cases college degrees. I conclude with policy recommendations.
Book Synopsis Effective Teachers=Student Achievement by : James Stronge
Download or read book Effective Teachers=Student Achievement written by James Stronge and published by Routledge. This book was released on 2013-07-23 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has shown that there is no greater influence on a student's success than the quality of his or her teacher. This book presents the research findings which demonstrate the connection between teacher effectiveness and student achievement. Author James Stronge describes and explains the value-added teacher-assessment research that has emerged in the past decade and demystifies the power and practices of effective teachers.
Book Synopsis Teacher Effectiveness by : Marjorie Powell
Download or read book Teacher Effectiveness written by Marjorie Powell and published by Routledge. This book was released on 2018-06-13 with total page 544 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originally published in 1984, the field of research on teaching had expanded dramatically in the 15 years covered by this bibliography, 1965 to 1980. The expansion had included studies conducted for many purposes. This bibliography contains relevant citations to the research which has been conducted for the purposes of increasing our understanding of the science, art and craft of teaching. The existence of research publications has been documented with relevant reference information and brief annotations; there has been no attempt to evaluate the quality of the studies. A brief perusal of the bibliography provides an indication of the range of topics addressed by these studies and also of the variety of studies within a single topic.
Book Synopsis The Effect of Teacher Quality on Student Achievement in Urban Schools by : Su-Yun Kim
Download or read book The Effect of Teacher Quality on Student Achievement in Urban Schools written by Su-Yun Kim and published by . This book was released on 2015 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind Act recognizes the importance of quality teachers in improving student achievement in that it mandates that all students have to be taught by "a highly qualified teacher". The increasing demand for highly qualified teachers has led to a shortage of qualified teachers. In the United States, however, an uneven distribution of high quality teachers exists. A closer look at urban areas reveals that the problem is more severe in those localities than the national average. In order to address the teacher shortage problem in urban areas, more than 40 states initiated an alternative certification route for candidates who hold a bachelor's degree (Darling-Hammond, 2000; Heilig, Cole, & Springel, 2011), although teachers' certification or licensing status play an important role in differentiating teacher quality. The purpose of this study was to examine how high quality teachers are distributed across a large, urban district in Texas according to student's characteristics, school characteristics and student achievement. In addition, more importantly, this study explored how teacher's quality influences student achievement and, more specifically, on achievement of students with limited English proficiency (LEP). Due to the differences of characteristics in student characteristics and a school system, elementary schools and middle schools were separated in the analyses. In order to examine which students were allocated to high quality teachers and to determine the effect of teacher quality on students' achievement in an urban district, Southeast Independent School District (SISD), which is a major urban district in Texas with more than 200,000 students, was chosen. As the largest public school system in Texas, SISD has large shares of minority and low-income students. Student data utilized in this analysis came from the Public Education Information Management System (PEIMS), which is data collection and reporting system produced by the Texas Education Agency (TEA) for the public schools of Texas. SISD provided individual level teacher's data, students' data, and a matching file so that teacher's and their students' data could be linked. All data that SISD provided are protected by using masked identification. To address the research questions, the study involved three statistical approaches -- descriptive analysis, Analysis of variance (ANOVA) and three-level hierarchical linear models (HLM). Results from ANOVA indicated unequal distribution of high quality teachers across an urban school district. Economically disadvantaged students, minority students, and students with limited English proficiency were more likely to be allocated to alternatively certified teachers. It implies that students with economically and socially disadvantaged backgrounds lose a chance to have fully-certified or highly qualified teachers. The test scores of students who had fully-certified teachers were higher than the test scores of under-certified teachers' or alternatively-certified teachers' students. Campus accountability ratings were also significantly lower for schools that had more Teach for America (TFA) teachers than schools that had more fully-certified teachers. There were also clear distinctions among teacher's qualifications, student characteristics, and school conditions between elementary schools and middle schools. There were more alternative certified teachers and less fully-certified teachers in middle schools. Middle schools served a higher percentage of students that are economically disadvantaged, at-risk of dropping out, were LEP, and Hispanic. The average campus accountability rating was also lower in middle schools than elementary schools. Overall, school conditions in middle schools were more inferior than in elementary schools among urban schools in Texas. In order to explain the effect of teacher quality and school condition besides student's characteristics on student performance, a multilevel analysis was necessary to explain each variance of students, teachers, and schools. Through multilevel analyses (or three-level hierarchical linear modeling (HLM)), I confirmed that student background or ability was the strongest predictor of student achievement as many previous studies have found. The results showed that student achievement significantly differed by students' background or ability even when they have the same reading teachers. However, HLM results also showed that teacher's and school's effects on student achievement were not negligible based on their proportions of variances. It implied that student achievement could be differentiated by teacher's quality or school's conditions. Among variables regarding teacher qualifications, the fully-certified teacher variable was a solely significant and positive factor of student achievement in middle schools. That is, students who had fully-certified teachers were more likely to achieve higher test scores than those who had under-certified and alternatively certified teachers after controlling all variables. However, in elementary schools that had 95 percent of fully-certified teachers did not show the significant differences of student achievement by teacher's qualifications. The years of teaching experience and teacher educational attainment was not significant factors to explain student performance. Among school-level predictors, campus accountability ranking was a positively significant factor to predict student achievement in both elementary schools and middle schools. The percentage of economically disadvantaged students in campus was negatively associated with student achievement in middle schools. Since the study focused on reading achievement, the effect of teacher's quality on the achievement of LEP students was particularly concerning. To address research questions, an interaction effect between teacher certification status and the achievement of LEP students was added on the three-level model. Results from the analysis showed that after accounting all variables LEP students who had fully-certified teachers achieved 0.1 scores higher on the TAKS reading test in the middle schools. Considering that LEP students typically achieved lower than their peers, the results implied that fully-certified teachers mitigate the effect of LEP on TAKS reading. The finding showed a positive effect of fully-certified teachers for students in need and corresponded with previous studies that high quality teachers played a more important role for socially and economically disadvantaged students. To sum up, this study found that teacher quality is a significant factor to predict student achievement, yet highly qualified teachers are unequally distributed across an urban school district. Socially and economically disadvantaged students were less likely to be taught by fully-certified teachers and were more likely to be taught by alternatively certified teachers. Furthermore, their achievement was significantly lower than their peers who were taught by highly qualified teachers. These aspects were more noticeable in middle schools.
Book Synopsis Teacher Quality by : Jennifer King Rice
Download or read book Teacher Quality written by Jennifer King Rice and published by . This book was released on 2003 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher quality is the single most important school-related factor influencing student success. The author examines the body of research on the subject of teacher quality to draw conclusions about which attributes makes teachers most effective, (experience, preparation programs and degrees, type of certification, specific coursework taken in preparation for the profession, and teachers' own test scores), with a focus on aspects of teacher quality that can be translated into policy recommendations and incorporated into teaching practice.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Is 'highly Qualified' Really Highly Qualified? by : Patrick O'Donnell
Download or read book Is 'highly Qualified' Really Highly Qualified? written by Patrick O'Donnell and published by . This book was released on 2010 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research consistently shows that teachers can have a tremendous impact on student achievement outcomes. To close the achievement gap, districts and schools must dramatically increase the number of excellent teachers in classrooms. Currently, school districts assess the quality of their teaching staff according to teachers' training--undergraduate degrees, graduate degrees, alternative certification, and teaching experience. The question is: are these the right measures? Are these teacher characteristics driving student achievement results? If not, districts must choose new measures, a move that will have major implications for teacher training, hiring, and firing. This study uses data from the California Department of Education to estimate the effect of teaching experience, highest degree level, and type of alternative certification on student achievement outcomes--standardized test scores--in California Public Schools. I find that teaching experience is positively related to student achievement, though the magnitude of its impact is small; higher degrees either marginally increase achievement or negatively impact achievement; and alternative certification programs are negatively correlated with student achievement.
Book Synopsis An Analysis of Student Achievement Growth, Teacher Working Conditions and Qualifications, and School Choice by : Marisa Cannata
Download or read book An Analysis of Student Achievement Growth, Teacher Working Conditions and Qualifications, and School Choice written by Marisa Cannata and published by . This book was released on 2008 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: Given the importance of teachers to student learning, it is important to understand how schools of choice differ in terms of the types and uses of human capital inside schools. Despite research that highlights important differences in the qualifications and staffing practices of schools of choice, there is no evidence about whether observed differences in teachers' qualifications, work contexts, and professional development across school types help understand the impact of school choice on student achievement. This paper explores the following question: How do variations in the work lives of teachers across charter, magnet, private, and traditional public schools contribute to differences in student achievement across these school types? This study highlights the difficulty researchers have faced in identifying characteristics of effective teachers or indicators of teacher quality as few characteristics of teachers, their assignments, or work contexts were related to student achievement gains. There is some evidence that the effects on student achievement growth of participating in reform-style professional development and activities that involve active learning differ by school choice. Despite the difficulties of explaining student achievement growth with teacher characteristics, the results here point to differences in achievement growth between different types of schools. Charter schools had larger student achievement gains than traditional public schools in math, reading, and language usage. Private and magnet schools had lower achievement gains in some subjects. An appendix is included. (Contains 8 tables.).
Book Synopsis A Descriptive Analysis of the Relationship Between Specific Teacher Characteristics and Teacher Efficacy in Florida's Low-performing Public High Schools by : Pamela S. Craig
Download or read book A Descriptive Analysis of the Relationship Between Specific Teacher Characteristics and Teacher Efficacy in Florida's Low-performing Public High Schools written by Pamela S. Craig and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This study was designed to collect data to determine the specific characteristics (gender, level and area of degree status, certification status, pedagogical training, gender, number of years of teaching experience, number of years teaching at the current school, and courses currently taught) of language arts teachers at Florida's low-performing public high schools and compare these characteristics to teachers' sense of efficacy (the extent to which teachers' believe they have the ability to bring about changes in student achievement independent of the student's background, behaviors, or motivation level). A total of 615 teachers representing 84 schools in 36 districts participated in the study. Teachers completed a researcher-created survey questionnaire and the Teachers' Sense of Efficacy Scale Long (Tschannen-Moran and Hoy, 2001). The data were collected and analyzed using descriptive and multiple regression statistics. The majority of the respondents meet the minimum requirements of highly qualified teachers as defined by NCLB. However, only 37% of responding language arts teachers at Florida's low-performing public high schools have degrees in English education, and only 15% of responding reading teachers have degrees in reading or reading education. Additionally, the majority of the responding teachers have been only been teaching at the school site for five or fewer years. Although the majority of responding teachers reported moderate to high sense of classroom management and instructional practice efficacy, over 43% reported low sense of student engagement efficacy, suggesting the teachers do not believe they possess the skills or knowledge necessary to engage students in learning. The study suggests that improving student achievement for our lowest-performing students may require more than providing students with highly qualified teachers defined by NCLB. Districts and schools must examine more closely the characteristics of highly effective teachers in order to recruit and retain teachers who can truly impact student achievement for students who have previously demonstrated a lack of success. Additionally, schools would benefit from professional development designed to provide teachers with classroom strategies that engage students in learning and which helps develop a school-wide literacy culture reflecting high expectations for student achievement.
Book Synopsis Hiring Practices in High Performing Schools by :
Download or read book Hiring Practices in High Performing Schools written by and published by . This book was released on 2016 with total page 424 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract Hiring Practices in High Performing Schools Highly effective teachers have a greater impact on student achievement than any other factor controlled by school systems. Unfortunately, schools don’t always hire the most effective teachers. Results of research surrounding teacher-hiring practices indicate that practices are inconsistent, very little training is required or given before educational leaders are asked to hire new staff, and the decisions about who to hire are often influenced by factors other than student achievement. Absent from the literature is research on characteristics of hiring practices in high performing schools and the role cognitive decision-making plays within that process. This case study adds to the literature by investigating two major questions: (1) In what ways does the design and implementation of the hiring process support or impede the ability of a school principal to hire desirable teacher candidates? (2) What are the characteristics of decision-making tendencies used during the process of hiring teachers? This study utilized research of behavioral decision-making, specifically cognitive biases and heuristics to conceptualize how decisions within hiring processes are made by educational leaders. Seven elementary schools in Wisconsin were identified through the Wisconsin State Report Card. This study used information and documentation gathered from hiring protocols, semi-structured interviews, and the results from an online survey. The multi-case study design attempted to examine whether differences in hiring practices could explain differences in student learning outcomes. While the study did not find a relationship between hiring practices and student learning in high performing, versus average performing schools, there were patterns across the seven schools in hiring processes and practices that suggest a need for additional professional learning and development in the area of hiring teachers. Principals in the seven schools relied on cognitive biases and heuristics that in some cases strengthen, and in other cases undermine the hiring of high quality teachers.
Book Synopsis Talented Teachers by : Lewis C. Solmon
Download or read book Talented Teachers written by Lewis C. Solmon and published by IAP. This book was released on 2004-04-01 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides readers with the opportunity to hear what experts in the educational community think about the myriad issues involved in improving the quality of all teachers in our nation’s classrooms.
Book Synopsis Teacher Characteristics and Student Achievement by : Richard Edgar Leahy
Download or read book Teacher Characteristics and Student Achievement written by Richard Edgar Leahy and published by . This book was released on 1984 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Teacher Certification on Student Achievement by :
Download or read book The Effect of Teacher Certification on Student Achievement written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to review the empirical research evidence on the effect of teacher certification on student achievement. An exploratory meta-analysis was conducted on studies that examined the effect of fully certified and less-than-fully certified teachers on student achievement. The meta-analysis focused on the areas of mathematics, science and reading and explored trends across areas of achievement, school level and research design. The study was directed towards (a) a synthesis of findings, and (b) recommendations for future research and policy decisions. The meta-analysis population consisted of five individual studies that generated twenty-seven effect size estimates. Three studies utilized either an individual level or class level of analysis and yielded twelve mean difference effect size estimates. Two studies utilized either a school or state level of analysis and yielded fifteen correlational effect size estimates. The majority of findings in mathematics favor the positive effect of fully certified teachers. In science, the findings pointed towards equivalent levels of student achievement for fully certified and less-than fully certified teachers. All the findings associated with reading favored the positive effect of fully certified teachers. It appears that certification may be more crucial to student achievement in reading and mathematics than in science. Across school levels, the overall trend suggests that full certification may be more crucial to student achievement in elementary school than middle or high school. Across levels of analysis and research design, studies that utilize an aggregate level of analysis yield a greater number of positive study outcomes than designs conducted at the individual or class level. A key finding is that given the specifications of the meta-analysis, direct evidence of the relationship between certification and student achievement is limited to five peer-reviewed, published studies. Additional findings illuminated several issues that are vital to improving the quantity and quality of research on teacher certification. Eight specific recommendations were directed towards academic researchers who plan to study the topic. Four recommendations are directed towards policy-makers at the state and federal level who are involved in setting standards and planning legislation for educator preparation.
Book Synopsis The Effects of Teacher Characteristics Upon Student Achievement on Reading by : Lois A. Winder
Download or read book The Effects of Teacher Characteristics Upon Student Achievement on Reading written by Lois A. Winder and published by . This book was released on 1974 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Value-added Analysis of Teacher Effects on Student Achievement by :
Download or read book A Value-added Analysis of Teacher Effects on Student Achievement written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the present study was to examine the effects of teachers on student achievement using a longitudinal analysis. The analysis was based on the value-added assessment system implemented in Tennessee. In order to conduct this study, data were collected for two sets of students in one school district. The first set of students began Kindergarten in Spring 2000-Spring 2001 and continued to third grade in the Spring 2003-Spring 2004. The second set began Kindergarten in Spring 2001-Spring 2002 and went through second grade in the Spring 2003-Spring 2004 school year. Using mixed model ANOVAs modeled after Sanders's work, data were examined in thirteen separate analyses using nine independent variables. Year-to-year language arts differences, math differences, and reading differences on the ITBS were the dependent variables. In all of the year-to-year models, teachers were found to have a profound impact on student achievement. Prior achievement level was found to be another important factor in student achievement, with higher achieving students making consistently higher year-to-year gains than lower-achieving students.
