Spread Too Thin: The Effects of Teacher Specialization on Student Achievement. EdWorkingPaper No. 21-477

Autor/inn/en	Hwang, NaYoung; Kisida, Brian
Institution	Annenberg Institute for School Reform at Brown University
Titel	Spread Too Thin: The Effects of Teacher Specialization on Student Achievement. EdWorkingPaper No. 21-477
Quelle	(2021), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Teachers; Specialization; Teacher Effectiveness; Mathematics Instruction; Reading Instruction; Student Characteristics; Teacher Characteristics; Attendance; Student Behavior; Discipline; Mathematics Teachers; Reading Teachers; Mathematics Achievement; Reading Achievement; Educational Improvement; Institutional Characteristics; Grade 4; Grade 5; Grade 3; Indiana + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Arbeitsteilige Spezialisierung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathematics lessons; Mathematikunterricht; Leseunterricht; Anwesenheit; Student behaviour; Schülerverhalten; Disziplin; Mathematics; Mathematik; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Teaching improvement; Unterrichtsentwicklung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	Although the majority of elementary school teachers are in self-contained classrooms and teach all major subjects, a growing number of teachers specialize in teaching fewer subjects to higher numbers of students. We use administrative data from Indiana to estimate the effect of teacher specialization on teacher and school effectiveness in elementary schools. We find that teacher specialization leads to lower teaching effectiveness in math and reading, and the negative effects are larger when teaching students who are more likely to experience difficulties in school. Moreover, we find no evidence that increasing the proportion of teacher specialists at the school level generates improvements in indicators of school quality. (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01