Teacher Effects on Chilean Children's Achievement Growth: A Cross-Classified Multiple Membership Accelerated Growth Curve Model

Autor/inn/en	Ortega, Lorena; Malmberg, Lars-Erik; Sammons, Pam
Titel	Teacher Effects on Chilean Children's Achievement Growth: A Cross-Classified Multiple Membership Accelerated Growth Curve Model
Quelle	In: Educational Evaluation and Policy Analysis, 40 (2018) 3, S.473-501 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ortega, Lorena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373718781960
Schlagwörter	Foreign Countries; Teacher Effectiveness; Academic Achievement; Elementary School Teachers; Elementary School Students; Teacher Characteristics; Growth Models; Effect Size; Predictor Variables; Language Skills; Mathematics Skills; Chile + Suchen Sie Ihr Suchwort? Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Prädiktor; Language skill; Sprachkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	We investigated teacher effects (magnitude, predictors, and cumulativeness) on primary students' achievement trajectories in Chile, using multilevel cross-classified (accelerated) growth models (four overlapping cohorts, spanning Grades 3 to 8; n = 19,704 students, and 851 language and 812 mathematics teachers, in 156 schools). It was found that teacher effects on achievement growth are large, exceeding school effects. Also, the contribution of teachers to student achievement growth was found to accumulate over time. The study advances the field by exploring teacher effects in the context of an emerging economy, contributing further evidence on the properties of teacher effects on student achievement growth and demonstrating the combined use of accelerated longitudinal designs, growth curve approaches, and cross-classified and multiple membership models. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01