Teacher Effects on Student Achievement in First Grade: Which Aspects Matter Most?

Autor/inn/en	Boonen, Tinneke; Van Damme, Jan; Onghena, Patrick
Titel	Teacher Effects on Student Achievement in First Grade: Which Aspects Matter Most?
Quelle	In: School Effectiveness and School Improvement, 25 (2014) 1, S.126-152 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2013.778297
Schlagwörter	Teacher Background; Teacher Qualifications; Teacher Attitudes; Teaching Methods; Mathematics Achievement; Reading Achievement; Spelling; Grade 1; Elementary School Teachers; Elementary School Students; Teacher Influence; Longitudinal Studies; Foreign Countries; Regression (Statistics); Effect Size; Student Characteristics; Questionnaires; Achievement Tests; Item Response Theory; Classroom Environment; Belgium + Suchen Sie Ihr Suchwort? Lehrqualifikation; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Schreibweise; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Regression; Regressionsanalyse; Fragebogen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Item-Response-Theorie; Klassenklima; Unterrichtsklima; Belgien
Abstract	The present study investigates the effects of teachers (background qualifications, attitudes and beliefs, and instructional practices) on student achievement in mathematics, reading, and spelling in 1st grade. Its theoretical framework and methodology are based on recent work by Palardy and Rumberger (2008). Data from the SiBO Project, a longitudinal study in Flemish primary education, were analyzed for the present study using 2-level regression analysis. The results showed that teacher background had the largest effect on mathematics achievement, whereas instructional practices had the largest effects on both reading and spelling achievement. Moreover, the size of teacher effects depended upon the specific learning domain: Larger teacher effects were found for mathematics than for spelling and reading. Overall, the results suggest that teachers had a modest to strong effect on student achievement in first grade. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10