Literaturnachweis - Detailanzeige
Autor/inn/en | Konstantopoulos, Spyros; Shen, Ting |
---|---|
Titel | Class Size and Teacher Effects on Non-Cognitive Outcomes in Grades K-3: A Fixed Effects Analysis of ECLS-K:2011 Data |
Quelle | In: Large-scale Assessments in Education, 11 (2023), Artikel 33 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Konstantopoulos, Spyros) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
DOI | 10.1186/s40536-023-00182-8 |
Schlagwörter | Longitudinal Studies; Surveys; Children; Class Size; Teacher Characteristics; Self Control; Interpersonal Competence; Learning Processes; Behavior Problems; Elementary School Students; Primary Education; Teacher Education; Certification; Student Mobility; Early Childhood Longitudinal Survey Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Child; Kind; Kinder; Klassengröße; Selbstbeherrschung; Interpersonale Kompetenz; Learning process; Lernprozess; Primarbereich; Lehrerausbildung; Lehrerbildung; Abschlusszeugnis; Zertifizierung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität |
Abstract | This study examines the association between class size, teacher characteristics and five non-cognitive student outcomes (i.e., self-control, interpersonal skills, approaches to learning, externalizing and internalizing problem behaviors) in grades K-3. Individual fixed-effects, that control for observed and unobserved time-invariant factors, including student and school time-constant variables, are employed to analyze national data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). Results suggest a significant linear association between reducing class size and interpersonal skills. Teacher experience is saliently, positively and significantly related with student self-control, interpersonal skills, and approaches to learning, and negatively associated with externalizing problem behaviors. Teacher education and certification were not associated with any of the five non-cognitive outcomes. Changing schools had a negative effect on student's self-control. (As Provided). |
Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |