Distal and proximal indicators of teacher effectiveness as predictors of students' mathematics competence in Germany (Grade 5

Autor/in	Hanif, Saba
Titel	Distal and proximal indicators of teacher effectiveness as predictors of students' mathematics competence in Germany (Grade 5 - 7).
Quelle	Bamberg: University of Bamberg Press (2016), V, 181 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit Dissertation, Otto-Friedrich-Universität Bamberg, 2016.
Reihe	Schriften aus der Fakultät Humanwissenschaften der Otto-Friedrich-Universität Bamberg. 26
Sprache	englisch
Dokumenttyp	online; gedruckt; Monografie
ISBN	978-3-86309-452-2; 978-3-86309-453-9
URN	urn:nbn:de:bvb:473-opus4-478705
Schlagwörter	Lehrerbildung; Lehrerpersönlichkeit; Unterrichtserfolg; Unterrichtsgestaltung; Mathematik; Dissertation
Abstract	[...] The study aims to investigate the role of teacher factors (teacher belief, professional training, planning, cooperation among teachers, job satisfaction and stress in planning and classroom) and their instruction (cognitive activation, cooperative learning, cognitively challenging tasks, student engagement and differentiation.) in the mathematics competence development of students. The design of my study is longitudinal in nature. National Educational Panel (NEPS) data is used to investigate the effect of teachers on students´ mathematics competence development from grade 5-7 with a sample of 151 teachers and their 1706 students. Confirmatory factor analysis was carried out on the data in order to confirm the construct validity of the questionnaires. Mathematics competence was measured by NEPS through a standardized test at the beginning of grade 5 and grade 7. Multiple regression analyses and multi-group analyses were carried out in Mplus 7.11 to analyze the research questions. The study found that the following distal indicators are significant predictors of mathematics competence belief about deep learning, professional collaboration, individual needs of students, and stress in planning and classroom. Among proximal indicators student engagement, cognitively challenging tasks and differentiation showed the significant effect. Distal indicators explained 11% and proximal indicators explained 6% of the total variance in mathematics competence of students. The study found that distal indicators are stronger predictors of mathematics competence than proximal indicators and the importance of distal factors cannot be undermined. Once student previous mathematics competence was controlled for professional collaboration was no longer significant predictor and the amount of variance explained by distal and proximal factors decreased. A multi-group analysis was performed in order to examine do teachers in different school tracks (lower secondary school, middle secondary school, multi-track school, comprehensive school and grammar school) vary in effectiveness. However, no meaningful pattern of difference in teacher effectiveness across schools types was found. Implications of the findings are discussed. (Orig.)
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2017/3