How Are Teachers Teaching? A Nonparametric Approach

Autor/inn/en	De Witte, Kristof; Van Klaveren, Chris
Titel	How Are Teachers Teaching? A Nonparametric Approach
Quelle	In: Education Economics, 22 (2014) 1, S.3-23 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2011.560448
Schlagwörter	Nonparametric Statistics; Models; Teaching Styles; Individualized Instruction; Teacher Effectiveness; Scores; Mathematics Achievement; Secondary School Students; Secondary School Teachers; Mathematics Instruction; Teacher Characteristics; Mathematics Teachers; Time Factors (Learning); Foreign Countries; Netherlands; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Analogiemodell; Lehrstil; Unterrichtsstil; Individualisierender Unterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschüler; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Niederlande
Abstract	This paper examines which configuration of teaching activities maximizes student performance. For this purpose a nonparametric efficiency model is formulated that accounts for (1) self-selection of students and teachers in better schools and (2) complementary teaching activities. The analysis distinguishes both individual teaching (i.e., a personal teaching style adapted to the individual needs of the student) and collective teaching (i.e., a similar style for all students in a class). Moreover, we examine to which group of students the teacher is adapting his/her teaching style. The model is applied on the Trends in International Mathematics and Science Study 2003 data. The main results show that high test scores are associated with teaching styles that emphasize problem solving and homework. In addition, teachers seem to adapt their optimal teaching style to the 70% least performing students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10