Literaturnachweis - Detailanzeige
| Autor/inn/en | Ascher, Carol; Fruchter, Norm |
|---|---|
| Titel | Teacher Quality and Student Performance in New York City's Low-Performing Schools. |
| Quelle | In: Journal of Education for Students Placed at Risk, 6 (2001) 3, S.199-214Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 1082-4669 |
| Schlagwörter | Academic Achievement; Elementary Education; High Risk Students; Low Achievement; Middle Schools; Poverty; Teacher Competencies; Teacher Effectiveness; Teacher Influence; Teaching Skills; Urban Schools; New York (New York) Schulleistung; Elementarunterricht; Problemschüler; Unterdurchschnittliche Leistung; Middle school; Mittelschule; Mittelstufenschule; Armut; Lehrkunst; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule |
| Abstract | Evaluated achievement data on low- and high-performing urban elementary and middle school students and data on teacher characteristics, investigating relationships between teacher quality and student achievement. While poverty and minority status may have negatively influenced school achievement, they were exacerbated by stresses created by the school system. The lower the percentage of teachers who were fully licensed, permanently assigned, and who had teaching experience, the lower the school-level academic performance. (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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