Teacher Quality, Opportunity Gap, and National Achievement in 46 Countries

Autor/inn/en	Akiba, Motoko; LeTendre, Gerald K.; Scribner, Jay P.
Titel	Teacher Quality, Opportunity Gap, and National Achievement in 46 Countries
Quelle	In: Educational Researcher, 36 (2007) 7, S.369-387 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X07308739
Schlagwörter	Teacher Effectiveness; Mathematics Achievement; Academic Achievement; Foreign Countries; Socioeconomic Status; Cross Cultural Studies; Educational Opportunities; Educational Policy; Educational Research; Teaching Experience; Teacher Education; Pedagogical Content Knowledge; Grade 8 + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Ausland; Socio-economic status; Sozioökonomischer Status; Cultural comparison; Kulturvergleich; Bildungsangebot; Bildungschance; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Lehrerausbildung; Lehrerbildung; Pädagogische Kompetenz; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	The 2003 Trends in International Mathematics and Science Study data from 46 countries showed that, although the national level of teacher quality in the United States was similar to the international average, the opportunity gap in students' access to qualified teachers between students of high and low socioeconomic status (SES) was among the largest in the world. Cross-national analyses revealed that the countries with better teacher quality produced higher mathematics achievement. However, larger opportunity gaps in access to qualified teachers did not predict larger achievement gaps between high-SES and low-SES students cross-nationally. These analyses provide empirical, cross-national evidence of the importance of investing in teacher quality for improving national achievement. National policies and practices related to improving teacher quality appear to be a promising area for future research to identify how other countries have achieved both excellence and equity in student achievement. (Contains 2 figures, 4 tables and 9 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10