An Examination of the Impact of Teacher Quality and "Opportunity Gap" on Student Science Achievement in China

Autor/inn/en	Zhang, Danhui; Campbell, Todd
Titel	An Examination of the Impact of Teacher Quality and "Opportunity Gap" on Student Science Achievement in China
Quelle	In: International Journal of Science and Mathematics Education, 13 (2015) 3, S.489-513 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-013-9491-z
Schlagwörter	Foreign Countries; Teacher Competencies; Teacher Qualifications; Questionnaires; Surveys; Grade 8; Middle School Teachers; Middle School Students; Statistical Analysis; Teacher Characteristics; Science Instruction; Science Achievement; Science Teachers; Secondary School Science; Socioeconomic Influences; Correlation; Educational Quality; Biology; Physics; Earth Science; Space Sciences; Teacher Influence; China + Suchen Sie Ihr Suchwort? Ausland; Lehrkunst; Lehrqualifikation; Fragebogen; Survey; Umfrage; Befragung; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Statistische Analyse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Science teacher; Wissenschaft; Sozioökonomischer Faktor; Korrelation; Quality of education; Bildungsqualität; Biologie; Physik; Earth sciences; Geowissenschaften
Abstract	This study aims to better understand questions related to the impact of teacher quality and access to qualified teachers in China. A large-scale data set collected in 2010 in China was used along with concurrently collected teacher questionnaires. In total, surveys from 9,943 8th grade students from 343 middle schools in 6 provinces were used, along with 2,084 teacher questionnaires from each of the sampled schools. Multilevel (or hierarchical linear) statistical modeling analyses along with multivariate analysis of variance were completed to investigate the impact of science teacher characteristics on student achievement and whether there was an "opportunity gap" between high and low socioeconomic status (SES) students' access to qualified science teachers in the subject of biology, physics, and earth and space science. In this research, little evidence was found to support the claim that teacher-related factors are consistently related to student achievement in science, while school-level SES was considered in the model. However, school-level SES was consistently found to be an influential factor of student science achievement. In addition, it was discovered that, in China, a disparity was found between high and low SES schools with respect to access to quality teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01