Investigating Differential Teacher Effectiveness: Searching for the Impact of Classroom Context Factors

Autor/inn/en	Kokkinou, Elena; Kyriakides, Leonidas
Titel	Investigating Differential Teacher Effectiveness: Searching for the Impact of Classroom Context Factors
Quelle	In: School Effectiveness and School Improvement, 33 (2022) 3, S.403-430 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kokkinou, Elena) ORCID (Kyriakides, Leonidas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2022.2030762
Schlagwörter	Teacher Effectiveness; Teacher Behavior; Teacher Evaluation; Teaching Skills; Mathematics Teachers; Mathematics Achievement; Student Behavior; Behavior Problems; Teacher Student Relationship; Classroom Environment; Educational Research; Secondary Education + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher behaviour; Lehrerverhalten; Teacher appraisal; Lehrerbeurteilung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Student behaviour; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Bildungsforschung; Pädagogische Forschung; Sekundarbereich
Abstract	This study investigates differential effectiveness of teacher behaviour in relation to classroom composition by searching for the extent to which teachers exhibit the same teaching skills when they teach mathematics in different classrooms within a school year. Twenty-six teachers who taught mathematics in more than one classroom of the same age group of students participated in this study. Quality of teaching was measured through external observations and student questionnaires. Student achievement in mathematics at the beginning and at the end of the school year was measured. Data about each teacher factor of the dynamic model but orientation and dealing with student misbehaviour were generalizable at the teacher level. Multilevel structural equation modelling analysis revealed that all teacher factors had an effect on student achievement. Prior achievement (aggregated at classroom level) had an effect on the functioning of two factors (orientation and dealing with misbehaviour). Implications of findings are drawn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01