Know the Child: The Importance of Teacher Knowledge of Individual Students' Skills (KISS). CEPA Working Paper

Autor/in	York, Benjamin N.
Institution	Center for Education Policy Analysis (CEPA) at Stanford University
Titel	Know the Child: The Importance of Teacher Knowledge of Individual Students' Skills (KISS). CEPA Working Paper
Quelle	(2014), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Kindergarten; Preschool Teachers; Elementary School Teachers; Grade 1; Teacher Student Relationship; Teacher Characteristics; Skills; Student Characteristics; Young Children; Elementary School Students; Academic Achievement; Longitudinal Studies; Surveys; Predictor Variables; Individualized Instruction; Robustness (Statistics); Models; Statistical Analysis; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; Teacher student relationships; Lehrer-Schüler-Beziehung; Skill; Fertigkeit; Frühe Kindheit; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Prädiktor; Individualisierender Unterricht; Widerstandsfähigkeit; Analogiemodell; Statistische Analyse
Abstract	Teachers require knowledge of the unique skills that each child brings to the classroom in order to effectively target instruction towards students' learning needs. Despite substantial investments in programs aimed at enhancing teacher knowledge of individual students' skills (KISS), we know surprisingly little about how KISS is distributed or how teachers develop KISS, let alone the role that KISS plays in instruction and learning. In this study, I employ nationally-representative data to create KISS measures for kindergarten and first grade teachers. I use these measures to examine the distribution of KISS across schools, within schools, and within classrooms, as well as to investigate potential KISS development mechanisms and instructional uses. To estimate the effect of KISS on student learning, I use a set of student and subject fixed effects models that control for the non-random sorting of students into classrooms, average differences in how well teachers know particular children, and baseline achievement. I find that a standard deviation increase in KISS positively impacts kindergartners' and first graders' achievement by about 0.08-0.09 standard deviations. This result is highly robust to a number of different modeling choices and alternative explanations. (As Provided).
Anmerkungen	Center for Education Policy Analysis at Stanford University. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04