Class Size and Teacher Effects on Non-Cognitive Outcomes in Grades K-3: A Fixed Effects Analysis of ECLS-K:2011 Data

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01