Literaturnachweis - Detailanzeige
Autor/in | Koedel, Cory |
---|---|
Titel | An Empirical Analysis of Teacher Spillover Effects in Secondary School |
Quelle | In: Economics of Education Review, 28 (2009) 6, S.682-692 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0272-7757 |
DOI | 10.1016/j.econedurev.2009.02.003 |
Schlagwörter | Teacher Role; Reading Tests; English Teachers; Secondary School Teachers; Models; Reading Achievement; Intellectual Disciplines; Test Bias; Teacher Effectiveness; Educational Policy; Economics; Scores; Correlation; Outcomes of Education; Evaluation Methods Lehrerrolle; Lesetest; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Analogiemodell; Leseleistung; Geisteswissenschaften; Testkritik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Politics of education; Bildungspolitik; Volkswirtschaftslehre; Korrelation; Lernleistung; Schulerfolg |
Abstract | This paper examines whether educational production in secondary school involves joint production among teachers across subjects. In doing so, it also provides insights into the reliability of value-added modeling. Teacher value-added to reading test scores is estimated for four different teacher types: English, math, science and social-studies. The initial results indicate that reading output is jointly produced by math and English teachers. However, while falsification tests confirm the English-teacher effects, they cast some doubt about whether the math-teacher effects are free from sorting bias. The results offer a mixed review of the value-added methodology, suggesting that it can be useful but should be implemented cautiously. (Contains 10 tables.) (As Provided). |
Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |