Do Teacher Characteristics Affect Student Achievement? Evidence from a Rural State

Autor/in	Shuls, James V.
Titel	Do Teacher Characteristics Affect Student Achievement? Evidence from a Rural State
Quelle	(2013), (133 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Arkansas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-4910-1
Schlagwörter	Hochschulschrift; Dissertation; Teacher Influence; Teacher Characteristics; Teacher Effectiveness; Academic Achievement; Mathematics Teachers; Science Teachers; Secondary School Teachers; Elementary School Teachers; Middle School Teachers; Grade 11; Language Arts; Rural Schools; Algebra; Geometry; Science Instruction; Mathematics Instruction; Regression (Statistics); Teacher Certification; Teacher Education; Teaching Experience; Graduate Study; Academic Degrees; Standardized Tests; Achievement Gains; Arkansas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; School year 11; 11. Schuljahr; Schuljahr 11; Sprachkultur; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Geometrie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Regression; Regressionsanalyse; Lehrerausbildung; Lehrerbildung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Standadised tests; Standardisierter Test; Achievement gain; Leistungssteigerung
Abstract	Using a unique dataset, this dissertation analyzes the relationship between observable teacher characteristics and teacher effectiveness. Effectiveness is measured as a teacher's ability to improve student achievement on a standardized test. This analysis focuses on teachers of math and science at the elementary and middle school levels, as well as teachers of algebra, geometry, and 11th grade English language arts. The sample is drawn from Arkansas, a state that has a much more rural population than other states and cities where this type of analysis has been conducted in the past. For the analysis I am unable to link teachers directly to students, but I can match teachers and students to a course within a school. Thus, I generate a value added score at the school-course level and attribute that score to each teacher in that school, who teaches that course. I then regress observable teacher characteristics on the school-course value-added measure. In this way, I analyze the relationship between of a host of characteristics and student achievement. The observed characteristics include: certification route, licensure exam scores, experience, graduate degrees, and in some cases college degrees. I conclude with policy recommendations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01