More Than Content: The Persistent Cross-Subject Effects of English Language Arts Teachers’ Instruction.

Autor/inn/en	Master, Benjamin; Loeb, Susanna; Wyckoff, James
Titel	More Than Content: The Persistent Cross-Subject Effects of English Language Arts Teachers’ Instruction.
Quelle	In: Educational evaluation and policy analysis, (2017) 3, S.429-447Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2); PDF als Volltext (3) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373717691611
Schlagwörter	Learning; Teachers; Education reform; Language arts
Abstract	Evidence that teachers’ short-term instructional effects persist over time and predict substantial long-run impacts on students’ lives provides much of the impetus for a wide range of educational reforms focused on identifying and responding to differences in teachers’ value-added to student learning. However, relatively little research has examined how the particular types of knowledge or skills that teachers impart to students contribute to their longer-term success. In this article, we investigate the persistence of teachers’ value-added effects on student learning over multiple school years and across subject areas. We find that, in comparison with math teachers, English language arts (ELA) teachers’ impacts on same-subject standardized achievement scores are smaller in the year of instruction, but that teacher-induced gains to ELA achievement appear to reflect more broadly applicable skills that persist in supporting student learning in the long run across disciplines. Our results highlight important variation in the quality of teacher-induced learning for long-run success, distinct from the variation across teachers in more typically measured short-term learning effects.
Erfasst von	OLC
Update	2023/3/07