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1.
以往关于教师质量的研究都止于教师质量对学生学业成绩的影响,而没有进一步分析高质量教师的经济价值。高质量的教师能够带来学生学业成绩的提高,而学业成绩所反映的认知技能能够在劳动力市场上获得收益。因此,将教师效能的研究结果与认知技能回报率的研究结果相结合,可以估算出高质量教师的经济价值。结果表明,一位高于平均水平以上一个标准差的教师如果教授20人的班级,一年之内该教师能够带来学生未来工资收入的现值增加40万美元。如果该教师所教的班级人数更多,那么他的年度边际经济价值更大。 相似文献
2.
The `Vinson Report' on Public Education in NSW has become received wisdom. The report's recommendation on class sizes has attracted more attention than any other. This is unfortunate because it is on this issue that the Report is weakest. A thorough appraisal of the research on class sizes reveals that many studies have methodological problems that make their application in a real world context doubtful; many studies have introduced other reforms such as curriculum changes at the same time as class size reduction, making their individual effects impossible to determine; the large majority of studies have found no significant effects of class size on student achievement, while the remainder have shown small benefits, usually only when classes have less than 20 students; class size has less effect when teachers are competent; and the single most important influence on student achievement is teacher quality. Research shows unequivocally that it is far more valuable, both in educational and fiscal terms, to have good teachers than lots of teachers. It must be ensured that the current and incoming teaching force is the best it can be, before seeking to expand it.Key Words: child development, class size, public education, student achievement, teacher quality, teaching methods 相似文献
3.
Research Findings from the Tennessee Value-Added Assessment System (TVAAS) Database: Implications for Educational Evaluation and Research 总被引：2，自引：0，他引：2
The Tennessee Value-Added Assessment System determines the effectiveness of school systems, schools, and teachers based on student academic growth over time. An integral part of TVAAS is a massive, longitudinally merged database linking students and student outcomes to the schools and systems in which they are enrolled and to the teachers to whom they are assigned as they transition from grade to grade. Research conducted utilizing data from the TVAAS database has shown that race, socioeconomic level, class size, and classroom heterogeneity are poor predictors of student academic growth. Rather, the effectiveness of the teacher is the major determinant of student academic progress. Teacher effects on student achievement have been found to be both additive and cumulative with little evidence that subsequent effective teachers can offset the effects of ineffective ones. For these reasons, a component linking teacher effectiveness to student outcomes is a necessary part of any effective educational evaluation system. 相似文献
4.
教育增值评价先行者——美国田纳西州教育增值评价模式解析 总被引：1，自引：0，他引：1
美国田纳西州增值评价模式(TVAAS)通过对学生多年的学业成就数据进行纵向分析,测定学校系统、学校和教师促进学生学业进步的有效性。其研究发现,种族、社会经济因素、班级规模以及班级成员的异质性均不是学生学业增长较好的预测指标,教师效能才是学生学业进步的主要因素;教师的影响是附加的和累积的,且没有补偿效应。TVAAS是对教育评价方法的有益补充。 相似文献
5.
Hughes JN 《The Elementary school journal》2011,112(1):38-60
The shared and unique effects of teacher and student reports of teacher student relationship quality (TSRQ) in second and third grade on academic self views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and conflict showed low correspondence. As a block, teacher and student reports of TSRQ predicted all outcomes, above prior performance on that outcome and background variables. Student reports uniquely predicted school belonging, perceived academic competence, and math achievement. Teacher reports uniquely predicted behavioral engagement and child perceived academic competence. Teacher and student reports of the teacher-student relationship assess largely different constructs that predict different outcomes. Implications of findings for practice and research are discussed. 相似文献
6.
According to the Pygmalion effect, teachers' expectancies affect students' academic progress. Many empirical studies have supported the predictions of the Pygmalion effect, but the effect sizes have tended to be small to moderate. Furthermore, almost all existing studies have examined teacher expectancy effects on students' achievement at the student level only (does a specific student improve?) rather than at the classroom level (do classes improve when teachers have generally high expectations of their students?). The present study scrutinized the Pygmalion effect in a longitudinal study by using a large sample in regular classrooms and by differentiating between two achievement outcomes (grades and an achievement test) and two levels of analyses (the individual and classroom levels). Furthermore, students' self-concept was studied as a possible mediator of the teacher expectancy effect on achievement. Data come from a study with 73 teachers and their 1289 fifth-grade students. Multilevel regression analyses yielded three main results. First, Pygmalion effects were found at the individual level for both achievement outcomes. Second, multilevel mediation analyses showed that teacher expectancy effects were partly mediated by students' self-concept. Third, teachers' average expectancy effects at the class level were found to be nonsignificant when students' prior achievement was controlled. 相似文献
7.
Teacher credentials and student achievement: Longitudinal analysis with student fixed effects 总被引：2，自引：0，他引：2
We use a rich administrative dataset from North Carolina to explore questions related to the relationship between teacher characteristics and credentials on the one hand and student achievement on the other. Though the basic questions underlying this research are not new—and, indeed, have been explored in many papers over the years within the rubric of the “education production function”—the availability of data on all teachers and students in North Carolina over a 10-year period allows us to explore them in more detail than has been possible in previous studies. We conclude that a teacher's experience, test scores and regular licensure all have positive effects on student achievement, with larger effects for math than for reading. Taken together the various teacher credentials exhibit quite large effects on math achievement, whether compared to the effects of changes in class size or to the socio-economic characteristics of students. 相似文献
8.
Neuromyths have been discussed to detrimentally affect educational practice, but the evidence for this assumption is still very scarce. We investigated whether 255 student‐teacher' beliefs in neuromyths are related to their academic achievement (overall grade point averages and first‐year practical courses). Believing or rejecting neuromyths that make no direct assumptions about learners' educability was not related to academic achievement. Believing in neuromyths that explicitly deny the educability of learners was only marginally related to academic achievement. We conclude that self‐reported beliefs in neuromyths do not differentiate between high‐ and low‐achieving initial teacher education students. 相似文献
9.
《Contemporary educational psychology》2005,30(3):263-285
Teachers with an individualized teacher frame of reference (TFR) emphasize improvement in relation to prior achievement, effort, and learning. Individualized TFRs were hypothesized to enhance self-concept and reduce the negative effects associated with the big fish little pond effect (BFLPE). Math achievement and math self-concept data (2150 students from 112 classes) were collected at the end of Grade 7 and the end of Grade 8. TFR was independently assessed by student ratings of their teacher and ratings by two trained observers. Multilevel analyses confirmed the BFLPE, the negative effect of class-average achievement on self-concept. An individualized TFR enhanced self-concept, but had no significant effect on the size of the BFLPE (the class-average achievement × TFR interaction was not significant). Results were very similar for both student and observer ratings of TFR. The findings suggest that individualized TFRs enhance academic self-concepts but do not suppress the negative effects of ability grouping. 相似文献
10.
Li‐fang Zhang 《教育心理学》2006,26(3):395-409
This study concerns the contingent nature of the relationships of student–teacher style match (or mismatch) to students’ academic achievement. Participants were 135 (59 male and 76 female) students (average age of 21.5 years) from three academic disciplines (mathematics, physics, and public administration) who responded to the Thinking Styles Inventory and rated their own abilities (analytical, creative, and practical). The academic achievement scores in two subject matters for each student were also used. The students’ subject matter teachers responded to the Thinking Styles in Teaching Inventory. Three major findings were obtained. First, the effects of style match/mismatch upon students’ achievement vary as a function of academic discipline and subject matter. Second, the statistical procedures used to analyse the data play an important role in the relationships under investigation. Third, students’ self‐rated abilities make a difference in the tested relationships. Findings have implications for both researchers and teachers. 相似文献
11.
本文采用分层线性模型对我国西部地区农村中小学教师质量与学生学业成就的关系进行了实证分析,分析结果显示教师入职学历、教师教龄、教师工资水平和教师培训对西部农村小学与初中学生的学业成就的影响不显著;专任教师任职资格对西部农村小学生学业成就的影响不显著,但对初中学生学业成就有显著的正向影响。因此,要提高我国西部地区农村中小学教师质量,必须切实加强农村中小学优质师资队伍建设,进一步完善农村教师培训制度,实施高标准的教师资格认证制度,特别是要建立健全农村中小学教师津补贴制度。 相似文献
12.
Insim Park 《Educational Research and Evaluation》2013,19(5):461-485
This study explored the effects of teacher commitment on student achievement. Three teacher commitment dimensions of organizational, professional, and student commitment were derived. The three-dimensional teacher commitment measurement model was tested by a confirmatory factor analysis. Then, the relationships among individual and organizational variables, teacher commitment, and student achievement were analyzed by a 2-level hierarchical linear modeling method. As the results, the greater portions of teacher commitment and student achievement variances were within schools. The individual and organizational variables had differential impacts on each teacher commitment dimension. Finally, while teacher commitment effects on student achievement were differentially found depending on teacher commitment dimensions at the individual level, there was no evidence to support significant impacts of teacher commitment on student achievement at the organizational level. 相似文献
13.
Daniel B. Hajovsky Kari A. Oyen Steven R. Chesnut Susan J. Curtin 《Psychology in the schools》2020,57(1):111-134
The relation between social dyadic variables such as teacher–student relationship quality (TSRQ) and student achievement have been well-documented within prior work; however, less research has focused on how TSRQ associates with achievement. We used longitudinal structural equation modeling to investigate the extent that teacher self-efficacy mediated the relationship between TSRQ and math achievement for 881 children in the National Institute of Child Health and Human Development Study. Teacher–student closeness had moderate to large positive effects on teacher self-efficacy, whereas teacher–student conflict had small to moderate negative effects on teacher self-efficacy, which then had small positive effects on math achievement. Closeness only had indirect effects on math achievement via teacher self-efficacy, whereas conflict had direct and indirect effects on math achievement. The results were consistent across grades, lending strength to the findings. This study provides researchers and practitioners evidence of an area that can be developed to potentially enhance student success in math. 相似文献
14.
《The Journal of educational research》2012,105(3):183-190
ABSTRACT The authors explored how prior student achievement, through school types, predicted teacher self- and collective efficacy and perceived academic climate of 222 middle school teachers in Singapore. Teachers assigned to high-track and regular middle schools differed in their perception of self- and collective efficacy to promote organizational changes and student achievement, and of the academic climate of the school. Prior achievement was shown to be best predicted by perceived teacher collective efficacy and academic climate, but not self-efficacy. Further analyses revealed that the teacher collective efficacy partially mediated the relationship between teacher self-efficacy and academic climate. These findings were discussed with respect to the sociocognitive perspective. 相似文献
15.
Relations between perceived classroom control, self-regulation strategies and academic achievement were investigated in a sample of 302 sixth grade students. Four distinct perceived classroom control styles were determined, based on the balance between teacher and student control over learning. It was hypothesised that student mathematics achievement would be contingent on the combined effects of teacher and student control: it would be highest when both teacher and student control is high, and would be lowest when both of them are low. Student adoption of self-regulated learning strategies would be linked to the net effect of student control: they would be highest when student control is high and teacher control is low, and would be lowest when teacher control is high and student control is low. The data tended to support these hypotheses, indicating that both achievement and self-regulation strategies were contingent on classroom processes. 相似文献
16.
Previous research has established that student learning is influenced by how accurately teachers perceive student academic ability. But studies rarely investigate the degree to which inaccuracies in teacher perceptions exacerbate demographic inequality in academic ability. Using a sample of almost 14,000 children from the Early Childhood Longitudinal Study, Kindergarten Cohort, we found that children whose literacy skills are overestimated by their teachers typically gain more literacy skills during kindergarten. Conversely, children whose skills are underestimated learn less. It is important to note that the skills of socioeconomically disadvantaged children are on average underestimated. As a result, inequalities in kindergarten literacy development stem in part from the links between teacher misperceptions and student background. We also explored the extent to which these relationships operate through practices associated with ability grouping. We found instructional grouping to be a weak facilitator of the link between teacher perceptions and student learning, suggesting the need for further research that identifies the social and structural classroom characteristics that link teacher perceptual accuracy to student learning. 相似文献
17.
This study investigated the link between teacher expectations and student learning, relying on longitudinal data from 64 classrooms and 1026 first-grade students in Germany. Further, based on a subsample of 19 classrooms with 354 students, we explored the mediating role of three characteristics of teacher feedback rated in video-recorded school lessons. The results showed that teacher expectations were inaccurate to some extent; that is, they did not entirely agree with students' current achievement, general cognitive abilities and motivations. In addition, this inaccuracy in teacher expectations significantly predicted students’ end-of-year achievement, even after prior achievement, general cognitive abilities, motivation, and student background characteristics were considered. Specifically, inaccurately high teacher expectations were associated with greater achievement in reading and mathematics, whereas inaccurately low teacher expectations were associated with lower achievement in reading only. Furthermore, teacher feedback varied significantly with inaccurate teacher expectations but did not substantially mediate teacher expectancy effects. 相似文献
18.
This article reports on a study of which the main aim was to provide insight into whether increasing the enrolment of large classes influences student academic achievement at the University of KwaZulu-Natal (UKZN), City, South Africa. The massification of higher education has led to greater numbers of students being enrolled in contact programmes. there is a widely accepted inverse relationship between class size and academic achievement for small class sizes and it would be speculative to extend the same understanding to larger class sizes. It is within this context that a cross-sectional study was conducted during which student achievement was analysed against increasing the enrolment of already large classes, in selected undergraduate modules at UKZN over a period of four years. convenience sampling and judgemental sampling were used to select modules in the discipline of Supply Chain Management (SCM). The findings revealed that while the average class size increased significantly, the pass rates remained constant. Based on the study findings, it was concluded that an increase in the enrolment of already large classes does not influence student academic achievement. It is recommended that the study be replicated in other schools and faculties where disciplines have experienced similar increases in the enrolment of large classes, thereby presenting an opportunity to either validate or dispute the study results. It is further recommended that the role of peer effects be subjected to further study to establish whether they have any influence on academic achievement. These results are expected to encourage future debate on how faculties manage increasing student enrolments at higher education institutions. 相似文献
19.
《Peabody Journal of Education》2013,88(4):54-78
In this article, we describe findings from an analysis of the relationship between scores on a standards-based teacher evaluation system modeled on the Framework for Teaching (Danielson, 1996) and student achievement measures in a large Western school district. We apply multilevel statistical modeling to study the relationship between the evaluation scores and state and district tests of reading, mathematics, and a composite measure of reading and mathematics. Using a value-added framework, the teacher evaluation scores were included at the 2nd level, or teacher level, of the model when other student and teacher-level characteristics were controlled. This study provided some initial evidence of a positive association between teacher performance, as measured by the evaluation system, and student achievement. The coefficients representing the effects of teacher performance on student achievement were positive and were statistically significant in 4 of 9 grade-test combinations studied. 相似文献
20.
In this paper, we consider whether teachers' explicit and implicit prejudiced attitudes underlie the ethnic achievement gap. To date, most research on teacher expectation effects has relied on explicit expectation measures that are prone to social desirability biases. In contrast, we examine the effects of teachers' (a) explicit ethnicity-based expectations for academic achievement and (b) implicit prejudiced attitudes about academic achievement on students' actual academic success over time. A total of 38 teachers completed both a traditional teacher expectation measure and a modified Implicit Association Task designed to assess ethnic stereotypes associated with academic achievement and failure. A multi-level analytic framework showed that students in classrooms of teachers with high expectations performed better in reading at the end of the year and that these effects were found across all ethnic groups. In contrast, whereas students' mathematics achievement scores were largely unrelated to teachers' explicit expectations, teachers' implicit prejudiced attitudes predicted student performance. Specifically, students benefited most academically when their teachers' implicit biases favored the ethnic group to which the student belonged. Findings are discussed in relation to differences in the salience of teachers' expectations and implicit prejudiced attitude in the classroom, and the ethnic achievement gap. 相似文献