Literaturnachweis - Detailanzeige
Autor/inn/en | Ross, Steven M.; u.a. |
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Titel | Inside systemic elementary school reform: teacher effects and teacher mobility. |
Quelle | In: School effectiveness and school improvement, 14 (2003) 1, S. 73-110Infoseite zur Zeitschrift |
Beigaben | Literaturangaben 64; Tabellen 1; Grafiken 5; dokumentarischer Anhang |
Sprache | englisch; englische Zusammenfassung |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0924-3453 |
Schlagwörter | Empirische Untersuchung; Längsschnittuntersuchung; Schulreform; Lehrer; Schüler; Schülerleistung; Unterricht; Mobilität; Berufserfahrung; Effektivität; Leistung; Memphis (Tenn.); USA |
Abstract | In the 1995-96 and 1996-97 school years, 37 elementary schools in Memphis, Tn began implementation of 1 of 8 comprehensive school reform designs. The effectiveness and mobility of teachers at these schools were examined longitudinally relative to teachers at 63 nonrestructuring schools. Analyses of teacher effectiveness scores, derived from student "value-added" achievement scores, indicate that the 1995 reform cohort only showed significantly greater gains in effectiveness relative to the nonrestructuring group. This pattern was most strongly pronounced for highly experienced teachers. Teacher mobility was found to increase minimally as a function of restructuring, largely due to district policy changes. (DIPF/Orig.) |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2004_(CD) |