Literaturnachweis - Detailanzeige
Autor/inn/en | Konstantopoulos, Spyros; Chung, Vicki |
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Titel | The Persistence of Teacher Effects in Elementary Grades |
Quelle | In: American Educational Research Journal, 48 (2011) 2, S.361-386 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
DOI | 10.3102/0002831210382888 |
Schlagwörter | Mathematics Achievement; Reading Achievement; Science Achievement; Elementary School Students; Elementary School Teachers; Followup Studies; Teacher Influence; Teacher Effectiveness; Student Placement; Effect Size; Small Classes; Minority Group Children; Low Income Groups; Correlation; Tennessee Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Follow-up studies; Kontaktstudium; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schülerpraktikum; Korrelation |
Abstract | Results from experimental and nonexperimental studies have shown that teachers differ in their effectiveness. In addition, evidence from nonexperimental studies has indicated that teacher effects last for 3 years in elementary grades. This study uses data from Project STAR and its follow-up study, the Lasting Benefits Study, to examine whether teacher effects from kindergarten to fifth grade can simultaneously affect sixth grade achievement. Teacher effects are defined as teacher-specific residuals adjusted for student background and treatment effects. Findings indicate that the teacher effects persist through sixth grade in mathematics, reading, and science. The findings also suggest that teacher effects are important and that their cumulative effects on student achievement are considerable. (Contains 8 tables.) (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |