Literaturnachweis - Detailanzeige
| Autor/inn/en | Goldhaber, Dan; Liddle, Stephanie; Theobald, Roddy; Walch, Joe |
|---|---|
| Institution | Center for Education Data & Research (CEDR) |
| Titel | Teacher Effectiveness and the Achievement of Washington Students in Mathematics. CEDR Working Paper No. 2010-6.0 |
| Quelle | (2010), (12 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Mathematics Achievement; Teacher Effectiveness; Credentials; Statistical Analysis; Teacher Evaluation; Models; Washington |
| Abstract | Stories about the importance of teacher effectiveness for student achievement are currently ubiquitous in the media (Gladwell 2008; Kristoff 2009; Felch et al 2010). Teacher quality is also the focus of significant national efforts and investments. A growing body of quantitative research supports the focus on teacher and teacher effectiveness. This research shows teaching to be the most important school-based factor influencing student performance (Aaronson et al., 2007; Rivkin et al., 2005). The means to improve the effectiveness of the teacher workforce, however, is not straightforward; experience, degrees, and credentials--factors that typically determine teacher employment eligibility and compensation--do not adequately explain effectiveness. In this working paper, the authors summarize findings on the importance of teacher effectiveness for students' elementary level mathematics achievement in Washington State. Washington, like many states, has recently implemented reforms designed to identify and enhance the quality of its teachers. For instance, Senate Bill 6696 requires principals to use a four-level evaluation system rather than a binary rating system and to evaluate teachers for at least 90 minutes during the school year; it also extends the pre-probationary period for new teachers from two years to three years. Understanding the efficacy of efforts like these is essential: consistent with findings elsewhere in the country, the impact of teacher quality on Washington's students is quite significant. (Contains 3 figures and 13 footnotes.) (ERIC). |
| Anmerkungen | Center for Education Data & Research. 3876 Bridge Way North Suite 201, Seattle, WA 98103. Tel: 206-547-5585; Fax: 206-547-1641; e-mail: cedr@uw.edu; Web site: http://www.cedr.us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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