Are Teacher Effects Larger in Small Classes?

Autor/inn/en	Konstantopoulos, Spyros; Sun, Min
Titel	Are Teacher Effects Larger in Small Classes?
Quelle	In: School Effectiveness and School Improvement, 25 (2014) 3, S.312-328 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-5124
DOI	10.1080/09243453.2013.808233
Schlagwörter	Small Classes; Teacher Effectiveness; Class Size; Effect Size; Achievement Gains; Elementary Schools; Kindergarten; Experimental Programs; State Programs; Statistical Analysis; Achievement Tests; Reading Achievement; Mathematics Achievement; Cohort Analysis; Comparative Analysis; Comparative Testing; Intermode Differences; Tennessee; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Klassengröße; Achievement gain; Leistungssteigerung; Elementary school; Grundschule; Volksschule; Erprobungsprogramm; Regierungsprogramm; Statistische Analyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kohortenanalyse
Abstract	Teachers spend most of their time in school in classrooms, and their instruction and teaching practices may be affected by classroom context such as class size. We examine whether teacher effects interact with classroom context such as class size. Specifically, we seek to determine whether teacher effects are more pronounced in small classes than in regular size classes in early grades. The results point to some evidence that teacher effects are more variable in small classes than in regular size classes. However, the pattern does not seem to be systematic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10