Do Teacher-Coaches Make the Cut? The Effectiveness of Athletic Coaches as Math and Reading Teachers

Autor/inn/en	Egalite, Anna J.; Bowen, Daniel H.; Trivitt, Julie R.
Titel	Do Teacher-Coaches Make the Cut? The Effectiveness of Athletic Coaches as Math and Reading Teachers
Quelle	In: Education Policy Analysis Archives, 23 (2015) 54, (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Mathematics Teachers; Reading Teachers; Athletic Coaches; Teacher Responsibility; Teacher Role; Mathematics Tests; Mathematics Achievement; Reading Tests; Reading Achievement; Academic Records; Scores; Evidence; Predictor Variables; Student Characteristics; Teacher Effectiveness; Teaching Load; Stress Variables; Elementary Secondary Education; Academic Achievement; Florida + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Lehrverpflichtung; Lehrerrolle; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lesetest; Leseleistung; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Evidenz; Prädiktor; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrdeputat; Schulleistung
Abstract	Math and reading teachers who also coach athletics in the public school system are challenged to balance the responsibilities that come with fulfilling dual occupational roles. While many studies have examined teacher-coaches' stress levels and job perception in the context of role strain, there is no evidence of how student achievement in tested subjects is affected by assignment to these teacher-coaches. A large administrative panel data set provided by the Florida Department of Education allows us to match students to teachers and use a student fixed effects approach to track changes in math and reading test scores over a seven-year time period, from 2002 through 2009. Despite the challenges associated with holding dual occupational roles, we find that students assigned to teacher-coaches perform at the same level (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01