Does Teacher Encouragement Influence Students' Educational Progress? A Propensity-Score Matching Analysis

Autor/in	Alcott, Benjamin
Titel	Does Teacher Encouragement Influence Students' Educational Progress? A Propensity-Score Matching Analysis
Quelle	In: Research in Higher Education, 58 (2017) 7, S.773-804 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alcott, Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-017-9446-2
Schlagwörter	Foreign Countries; Teacher Behavior; Positive Reinforcement; Teacher Influence; Academic Achievement; Probability; Scores; Outcomes of Education; Longitudinal Studies; National Surveys; Teacher Student Relationship; High School Students; Enrollment Projections; Advanced Courses; Dual Enrollment; College Preparation; Parent Background; Prior Learning; Social Class; Statistical Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Teacher behaviour; Lehrerverhalten; Schulleistung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Lernleistung; Schulerfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teacher student relationships; Lehrer-Schüler-Beziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fortgeschrittenenunterricht; Doppelstudium; Elternhaus; Vorkenntnisse; Social classes; Soziale Klasse; Statistische Analyse
Abstract	Theory suggests that teacher encouragement can aid students' educational progress, but there are not yet quantitative inferential studies that assess its longer-term impact. With data from the Longitudinal Study of Young People in England (LSYPE), I use propensity-score matching to investigate whether encouragement influences the likelihood of students enrolling in (1) advanced high school (A-level) courses and (2) a university degree course. Model estimates suggest that encouragement does have a significant positive impact on both outcomes. In addition, I investigate whether encouragement effects vary according to parental education and the given student's prior academic achievement; it appears that the impact is greatest for those students in the middle third of academic achievement as well as those with lower levels of parental education. These findings have important policy implications, especially as it seems that teacher encouragement has the greatest influence on those students most likely to be on the margin for university attendance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01