Teacher Effectiveness in Adult Education: The Relationship between Teacher Characteristics and Student Test Gains and Transitions into Postsecondary Education

Autor/inn/en	Yin, Michelle; Cronen, Stephanie; Condelli, Larry; Ogut, Burhan
Titel	Teacher Effectiveness in Adult Education: The Relationship between Teacher Characteristics and Student Test Gains and Transitions into Postsecondary Education
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 72 (2022) 3, S.262-283 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Yin, Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/07417136211044515
Schlagwörter	Adult Education; Teacher Characteristics; Teacher Effectiveness; Adult Learning; Academic Achievement; Educational Attainment; Student Characteristics; Adult Students; Teaching Experience; Scores; Achievement Gains; Adult Educators; Postsecondary Education; Secondary School Teachers; English (Second Language); Language Teachers + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Adulte education; Schulleistung; Bildungsabschluss; Bildungsgut; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Achievement gain; Leistungssteigerung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Post-secondary education; Tertiäre Bildung; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht
Abstract	The federal adult education program serves over 2 million eligible adults who seek basic literacy and English language skills. Using administrative student-level panel data, this study provides the very first assessment of the relationships between adult education teacher characteristics and student achievement using hierarchical linear modeling design. Results show that students in classes with teachers with a bachelor's or higher degree have higher post-test scores. Having a part-time adult education teacher was associated with lower odds of students transitioning to postsecondary education. Compared to teachers specialized in English as a second language, having an adult secondary education teacher is correlated with an increase in test score gains as well as higher odds of transitioning to postsecondary education. We also identified student characteristics (age, disability status, attendance hours, race, and employment status) and program characteristics (size, quality, and setting) that are statistically significantly correlated with student learning and students' transition to postsecondary education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01