Teacher Effectiveness and Classroom Composition. CEP Discussion Paper No. 1574

Autor/inn/en	Aucejo, Esteban M.; Coate, Patrick; Fruehwirth, Jane Cooley; Kelly, Sean; Mozenter, Zachary
Institution	London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP)
Titel	Teacher Effectiveness and Classroom Composition. CEP Discussion Paper No. 1574
Quelle	(2018), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2042-2695
Schlagwörter	Teacher Effectiveness; Teaching Methods; Student Centered Learning; Classroom Environment; Interaction; Classroom Techniques; Prior Learning; Correlation; Urban Schools; Tests; Scores; Student Characteristics; Racial Differences; Special Education; Mathematics Achievement; Peer Influence + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Klassenklima; Unterrichtsklima; Interaktion; Klassenführung; Vorkenntnisse; Korrelation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Examination; Prüfung; Examen; Rassenunterschied; Special needs education; Sonderpädagogik; Sonderschulwesen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	This paper studies how the effectiveness of teachers varies by classroom composition. We combine random assignment of teachers to classrooms with rich measures of teacher effectiveness based on a popular observational protocol, Framework for Teaching, to overcome key endogeneity concerns related to measurement and matching. We find that complementarities between classroom composition and teaching practice play a significant role in student achievement. We identify two main mechanisms that are driving this result: (1) negative interactions between challenging and/or student-centered practices and heterogeneity in classroom prior achievement, and (2) positive interactions between classroom management skills and average classroom prior achievement. Our findings illustrate the multidimensional nature of teacher effectiveness and have important implications for prescribing teaching practice and evaluating teachers. Simulations show that teacher rankings change substantially simply from within-school classroom reallocations, suggesting the need for caution when using popular teaching evaluation rubrics in high-stakes settings. (As Provided).
Anmerkungen	Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/2/04