Teacher Behavior and Student Outcomes: Results of a European Study

Autor/inn/en	Panayiotou, Anastasia; Kyriakides, Leonidas; Creemers, Bert P. M.; McMahon, Léan; Vanlaar, Gudrun; Pfeifer, Michael; Rekalidou, Galini; Bren, Matevž
Titel	Teacher Behavior and Student Outcomes: Results of a European Study
Quelle	In: Educational Assessment, Evaluation and Accountability, 26 (2014) 1, S.73-93 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-013-9182-x
Schlagwörter	Teacher Behavior; Academic Achievement; Achievement Gains; Models; Classroom Environment; Classroom Techniques; Teacher Role; Time Management; Questioning Techniques; Teaching Models; Elementary School Teachers; Grade 4; Mathematics Achievement; Science Achievement; Structural Equation Models; Construct Validity; Questionnaires; Student Surveys; Student Evaluation of Teacher Performance; Teacher Effectiveness; Educational Quality; Foreign Countries; Belgium; Cyprus; Germany; Greece; Ireland; Slovenia + Suchen Sie Ihr Suchwort? Teacher behaviour; Lehrerverhalten; Schulleistung; Achievement gain; Leistungssteigerung; Analogiemodell; Klassenklima; Unterrichtsklima; Klassenführung; Lehrerrolle; Zeitmanagement; Befragungstechnik; Fragetechnik; Lehrmodell; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Fragebogen; Schülerbefragung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Quality of education; Bildungsqualität; Ausland; Belgien; Zypern; Deutschland; Griechenland; Irland; Slowenien
Abstract	This study investigates the extent to which the factors included in the dynamic model of educational effectiveness are associated with student achievement gains in six different European countries. At classroom level, the dynamic model refers to eight factors relating to teacher behavior in the classroom: orientation, structuring, questioning, teaching-modeling, application, management of time, teacher role in making classroom a learning environment, and classroom assessment. This paper presents results concerned with the impact of the teacher factors on student achievement. In each participating country (i.e., Belgium/Flanders, Cyprus, Germany, Greece, Ireland, and Slovenia), a sample of at least 50 primary schools (n?=?334) was drawn. Written tests in mathematics and science were administered to all grade 4 students (n?=?10,742) at the beginning and at the end of the school year 2010-2011. Students were also asked to complete a questionnaire concerning the eight teacher factors of the dynamic model. Structural equation modeling techniques were used to test the construct validity of the student questionnaire. Both across and within country analyses revealed that student ratings are reliable and valid for measuring the functioning of the teacher factors included in the dynamic model. Multilevel analyses revealed that teacher factors are associated with student achievement gains in mathematics and science. Implications for the development of educational effectiveness research and for improving quality of teaching are drawn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10