Author: Gary Dee WattsPublisher:
ISBN:
Category : Teachers
Languages : en
Pages : 440
Book Description
A Correlation Analysis Between "level of Achievement" and Certain Teacher Characteristics in Selected School Systems
Author: Gary Dee WattsPublisher:
ISBN:
Category : Teachers
Languages : en
Pages : 440
Book Description
A Study of the Relationships Between the Educational Characteristics Criterion, (ECC), the Stanford Achievement Test, and Selected Cost Factors
Author: Owen LaVerle SpringerPublisher:
ISBN:
Category : Education
Languages : en
Pages : 350
Book Description
A National Analysis of Educational Quality as Measured by the Educational Characteristics Criterion (EEC), Achievement, and Selected Costs Factors
Author: Maurice D. PeltonPublisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 308
Book Description
Master's Theses in Education
Author: T. A. LamkePublisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 264
Book Description
American Doctoral Dissertations
Author: Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 696
Book Description
Teacher Quality, Instructional Quality and Student Outcomes
Author: Trude NilsenPublisher: Springer
ISBN: 3319412523
Category : Education
Languages : en
Pages : 167
Book Description
This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries. This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA).
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1344
Book Description
Teacher Quality
Author: Jennifer King RicePublisher:
ISBN:
Category : Education
Languages : en
Pages : 80
Book Description
Teacher quality is the single most important school-related factor influencing student success. The author examines the body of research on the subject of teacher quality to draw conclusions about which attributes makes teachers most effective, (experience, preparation programs and degrees, type of certification, specific coursework taken in preparation for the profession, and teachers' own test scores), with a focus on aspects of teacher quality that can be translated into policy recommendations and incorporated into teaching practice.
Research in Education
Author: The Relationship Between the Effective Schools Characteristics, Collective Teacher Efficacy, and Student Achievement in High Poverty, High Minority Populated Elementary Schools in Mississippi
Author: Sherry Hall ShepardPublisher:
ISBN:
Category :
Languages : en
Pages : 200
Book Description
Abstract: The purpose of this study was to determine whether statistically significant relationships exist between the independent variables of the characteristics of effective schools and collective teacher efficacy and the dependent variable student achievement. The study was conducted in 30 elementary schools representative of high poverty, high minority populated schools in Mississippi. The dependent variable for the study, student achievement, was measured using the School Performance Classification (SPC) assigned to each school by the Mississippi Department of Education. The independent variables for the study, the characteristics of effective schools and collective teacher efficacy, were measured using two instruments, the School Effectiveness Questionnaire (Baldwin, Coney, Fardig, & Thomas, 1993) and the Collective Efficacy Scale (Goddard, Hoy, & Woolfolk, 2000). These instruments gauged the teachers' perceptions of the degree to which each of the factors included in the study were present in the schools. The school was the unit of measure. The population consisted of 198 high poverty, high minority populated elementary schools located throughout Mississippi. A proportional stratified random technique was used to select the final sample for the study. A univariate correlational analysis was conducted to determine the strength of relationships between variables. Additionally, multiple regression was used to determine the multiple correlations among the variables. The study concluded that the characteristics of effective schools and collective teacher efficacy model is a strong predictor of student achievement. Further, the findings showed that collective teacher efficacy, clear and focused mission, and high expectations for success were significant predictors for student achievement in the model. As a result of the analysis of the data from the study, the following recommendations for further research are proposed: (1) A study that examines more closely the relationship between collective teacher efficacy and student achievement. (2) A study that focuses on schools that have implemented a school improvement program based on characteristics of school effectiveness. (3) A study that examines the relationship between the principal's perception of the degree to which characteristics of effectiveness are present in the school and the teachers' perception of the degree to which characteristics of effectiveness are present in the school.