Assessing the Effects of Teachers' Reading Knowledge on Students' Achievement Using Multilevel Propensity Score Stratification

Autor/in	Kelcey, Ben
Titel	Assessing the Effects of Teachers' Reading Knowledge on Students' Achievement Using Multilevel Propensity Score Stratification
Quelle	In: Educational Evaluation and Policy Analysis, 33 (2011) 4, S.458-482 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373711415262
Schlagwörter	Reading Comprehension; Teacher Characteristics; Reading Achievement; Reading Instruction; Teacher Evaluation; Correlation; Comparative Analysis; Educational Policy; Teacher Effectiveness; Reading Tests; Educational Environment; Scores; Teacher Distribution; Knowledge Base for Teaching; Reading Programs; Elementary School Teachers; Statistical Analysis; Michigan; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Leseverstehen; Leseleistung; Leseunterricht; Teacher appraisal; Lehrerbeurteilung; Korrelation; Politics of education; Bildungspolitik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lesetest; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching theory; Theory of teaching; Unterrichtstheorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Statistische Analyse
Abstract	This study investigated the relationship of teachers' reading knowledge with students' reading achievement using a direct teacher knowledge assessment rather than indirect proxies (e.g., certification). To address the inequitable distribution of teachers' knowledge resulting from differences in teachers' backgrounds and the disparities in how schools attract and cultivate knowledge, the study developed multilevel propensity score methods to identify comparable teachers on the basis of both teacher and school backgrounds. Results suggest that schools are complexly associated with differences in teachers' knowledge and that comparisons which ignore the relevance of schools may be misleading. By comparing teachers with similar personal and school backgrounds, results show measured knowledge is significantly associated with students' achievement in reading comprehension but not word analysis. The findings support policies which leverage school capacities to develop the specialized knowledge needed for teaching reading. (Contains 7 tables, 4 figures and 5 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10