Short- and Long-Term Effects of the Home Learning Environment and Teachers on Student Achievement in Mathematics: A Longitudinal Study

Autor/inn/en	Dimosthenous, Andria; Kyriakides, Leonidas; Panayiotou, Anastasia
Titel	Short- and Long-Term Effects of the Home Learning Environment and Teachers on Student Achievement in Mathematics: A Longitudinal Study
Quelle	In: School Effectiveness and School Improvement, 31 (2020) 1, S.50-79 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2019.1642212
Schlagwörter	Family Environment; Grade 1; Elementary School Students; Academic Achievement; Teacher Effectiveness; Foreign Countries; Parents; Elementary School Mathematics; Student Characteristics; Educational Environment; Teacher Behavior; Elementary School Teachers; Cyprus + Suchen Sie Ihr Suchwort? Familienmilieu; School year 01; 1. Schuljahr; Schuljahr 01; Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Eltern; Elementare Mathematik; Schulmathematik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher behaviour; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Zypern
Abstract	This paper investigates the short- and long-term effects of both the home learning environment (HLE) and the teacher factors of the dynamic model of educational effectiveness upon student mathematics achievement. Written tests were administered to Grade 1 students (N = 1,444) of 48 primary schools at the beginning of Year 1 and at the end of Year 1, Year 2, and Year 3. A parent questionnaire measured student background factors and the HLE, whereas external observations measured the teacher factors. One aspect of the HLE (i.e., home learning materials) was associated with student achievement, not only at the end of Year 1 but also at the end of Year 3. Almost all teacher factors were associated with student achievement at the end of Year 1 and at the end of Year 3. The long-term effect of teachers was stronger than their short-term effect. Implications for research, policy, and practice are drawn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01