Do Advanced Degrees Matter? A Multiphase Mixed-Methods Study to Examine Teachers' Obtainment of Advanced Degrees and the Impact on Student and School Growth

Autor/inn/en	Chang, Mei-Lin; Jorrín Abellán, Ivan M.; Wright, Jim; Kim, Jihye; Gaines, Rachel E.
Titel	Do Advanced Degrees Matter? A Multiphase Mixed-Methods Study to Examine Teachers' Obtainment of Advanced Degrees and the Impact on Student and School Growth
Quelle	In: Georgia Educational Researcher, 17 (2020) 1, S.62-89, Artikel 5 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2471-0059
Schlagwörter	Teacher Effectiveness; Academic Degrees; Middle School Teachers; Middle School Students; Teacher Characteristics; Educational Attainment; Reading Achievement; Mathematics Achievement + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Bildungsabschluss; Bildungsgut; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Teacher quality has been found to offset the adverse effect of racial and socioeconomic differences in academic achievement; and teacher quality is often thought to be the product of a quality education. However, existing literature has produced mixed results regarding the relationship between student achievement and teachers' possession of advanced degrees (ADs). Despite these mixed results, ADs are often the most efficient (if not the only) way for teachers to earn certification and salary upgrades. A longitudinal, multiphase mixed-methods explanatory study aimed to bridge shortcomings of existing research on the effects of teachers obtaining ADs. Associations between teacher credentials and middle grades students' academic growth were examined by differentiating teachers' degree level (bachelor's, master's, specialist's) and field (content-related, non-content-related). Teachers and school leaders were also interviewed in order to broaden our understandings of the impact ADs make in areas besides student achievement. Findings suggest that inconsistency in associations between teacher ADs and student achievement may be attributable to variation in a number of individual, programmatic, and institutional factors. (As Provided).
Anmerkungen	Georgia Educational Research Association. Available from: Digital Commons. Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: GEReditor@gmail.com; e-mail: digitalcommons@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/gerjournal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01