More than Content: The Persistent Cross-Subject Effects of English Language Arts Teachers' Instruction

Autor/inn/en	Master, Benjamin; Loeb, Susanna; Wyckoff, James
Titel	More than Content: The Persistent Cross-Subject Effects of English Language Arts Teachers' Instruction
Quelle	In: Educational Evaluation and Policy Analysis, 39 (2017) 3, S.429-447 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
Schlagwörter	Language Arts; English Teachers; Teacher Effectiveness; Value Added Models; Mathematics Teachers; Comparative Analysis; Standardized Tests; Scores; Achievement Gains; Skill Development; Urban Schools; Achievement Tests; State Standards; Teacher Influence; Middle School Teachers; Elementary School Teachers; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; New York (New York); Florida (Miami); Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Sprachkultur; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathematics; Mathematik; Standadised tests; Standardisierter Test; Achievement gain; Leistungssteigerung; Kompetenzentwicklung; Qualifikationsentwicklung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Elementary school; Grundschule; Volksschule; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Evidence that teachers' short-term instructional effects persist over time and predict substantial long-run impacts on students' lives provides much of the impetus for a wide range of educational reforms focused on identifying and responding to differences in teachers' value-added to student learning. However, relatively little research has examined how the particular types of knowledge or skills that teachers impart to students contribute to their longer-term success. In this article, we investigate the persistence of teachers' value-added effects on student learning over multiple school years and across subject areas. We find that, in comparison with math teachers, English language arts (ELA) teachers' impacts on same-subject standardized achievement scores are smaller in the year of instruction, but that teacher-induced gains to ELA achievement appear to reflect more broadly applicable skills that persist in supporting student learning in the long run across disciplines. Our results highlight important variation in the quality of teacher-induced learning for long-run success, distinct from the variation across teachers in more typically measured short-term learning effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11