Measure for Measure: The Relationship between Measures of Instructional Practice in Middle School English Language Arts and Teachers' Value-Added Scores. Working Paper 45

Autor/inn/en	Grossman, Pamela L.; Loeb, Susanna; Cohen, Julia; Hammerness, Karen; Wyckoff, James H.; Boyd, Donald J.; Lankford, Hamilton
Institution	Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Titel	Measure for Measure: The Relationship between Measures of Instructional Practice in Middle School English Language Arts and Teachers' Value-Added Scores. Working Paper 45
Quelle	(2010), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Characteristics; Teaching Methods; Academic Achievement; Scores; Middle School Teachers; English Teachers; English Instruction; Language Arts; Differences; Educational Quality; Measurement; Middle School Students; Writing Instruction; New York + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; English language lessons; Englischunterricht; English langauage lessons; Sprachkultur; Unterscheiden; Quality of education; Bildungsqualität; Messverfahren; Student; Students; Schüler; Schülerin; Schreibunterricht
Abstract	Even as research documents that teachers matter, there is less certainty about the attributes of teachers that make the most difference in raising student achievement. Many studies have estimated the relationship between teachers' characteristics (i.e., experience and academic performance) and their value-added to student achievement. Few have explored whether instructional practices predict student test score gains. In this study, the authors ask what classroom practices, if any, differentiate teachers with high impact on student achievement in middle school English Language Arts from those with lower impact. The study further explores the extent to which value-added measures signal differences in instructional quality. Even with the small sample used in the analysis, the authors find evidence that high value-added teachers have a different profile of instructional practices than do low value-added teachers. Teachers in the top quartile as measured by value-added scores score higher than second-quartile teachers on all 16 elements of instruction that were measured. The differences are statistically significant for a subset of practices including explicit strategy instruction. (Contains 4 footnotes, 6 figures, and 5 tables.) (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. The Urban Institute, 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5739; Fax: 202-833-2477; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10