The Relation between Teacher Specialization and Student Reading Achievement

Autor/inn/en	Myrberg, Eva; Johansson, Stefan; Rosén, Monica
Titel	The Relation between Teacher Specialization and Student Reading Achievement
Quelle	In: Scandinavian Journal of Educational Research, 63 (2019) 5, S.744-758 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Myrberg, Eva) ORCID (Johansson, Stefan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2018.1434826
Schlagwörter	Correlation; Specialization; Teacher Effectiveness; Teaching Experience; Reading Achievement; Grade 4; Elementary School Students; Foreign Countries; Achievement Tests; International Assessment; Reading Tests; Parent Background; Educational Attainment; Teacher Characteristics; Sweden; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Korrelation; Arbeitsteilige Spezialisierung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Leseleistung; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Elternhaus; Bildungsabschluss; Bildungsgut; Schweden
Abstract	This study investigates the relationship between teacher specialization and the reading achievement of fourth-grade students in Sweden. The empirical base is data from PIRLS 2011. The main method of analysis is a two-level regression. Results revealed a positive relationship between reading achievement and teacher education relevant for subject and grade level while there was no relationship between reading achievement and teaching experience. The relation between reading achievement and teacher specialization remained significant when the influence of parents' educational levels and students' early reading abilities were controlled for. A tendency of compensatory effects could be observed, with teacher specialization having a stronger effect in low-performing classrooms. The findings support the conclusion that relevant teacher education is of importance for teacher effectiveness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01