Latent Class Analysis of Teacher Characteristics: Can We Identify Effective Teachers?

Autor/inn/en	Holmes, Lauren; Schumacker, Randall
Titel	Latent Class Analysis of Teacher Characteristics: Can We Identify Effective Teachers?
Quelle	In: Measurement: Interdisciplinary Research and Perspectives, 18 (2020) 2, S.75-86 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-6367
DOI	10.1080/15366367.2019.1657350
Schlagwörter	Algebra; Mathematics Teachers; Teacher Effectiveness; Databases; STEM Education; Classroom Techniques; Accountability; Teacher Characteristics; Identification; Measurement Techniques; Classroom Environment; College Entrance Examinations; Teacher Evaluation; Scores; Prediction; Mathematics Tests; Grade 9; High School Teachers; Tennessee (Memphis); North Carolina (Charlotte); Colorado (Denver); Texas (Dallas); New York (New York); Pennsylvania (Pittsburgh); Florida (Tampa); Classroom Assessment Scoring System; ACT Assessment + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Datenbank; STEM; Klassenführung; Verantwortung; Identifikation; Identifizierung; Messtechnik; Klassenklima; Unterrichtsklima; Aufnahmeprüfung; Teacher appraisal; Lehrerbeurteilung; Vorhersage; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Oberschule; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Latent classes of effective and non-effective Algebra I teachers were established using measurements of teacher promoted engagement, teacher promoted understanding, and classroom management from the Measures of Effective Teaching Project (MET Project) database. Historically, robust measures of effective teaching exist in the literature; however, there are no sets of factors or attributes that define an effective teacher. Instead, current teacher accountability practices have weighed heavily on observations, student surveys, and standardized test scores in value added models as indicators of teacher effectiveness. This study focused on Algebra I teachers due to the importance of establishing student success in the areas of Science, Technology, Engineering, and Mathematics (STEM). Results support the use of latent class analysis using teacher characteristics to identify effective and non-effective teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01