Literaturnachweis - Detailanzeige
Autor/inn/en | Inoue, Atsushi; Tanaka, Ryuichi |
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Titel | Do Teachers' College Majors Affect Students' Academic Achievement in the Sciences? A Cross-Subfields Analysis with Student-Teacher Fixed Effects |
Quelle | In: Education Economics, 31 (2023) 5, S.617-631 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Inoue, Atsushi) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0964-5292 |
DOI | 10.1080/09645292.2022.2119549 |
Schlagwörter | Middle School Teachers; College Attendance; Majors (Students); Middle School Students; Academic Achievement; Teacher Influence; Natural Sciences; Achievement Tests; Elementary Secondary Education; Foreign Countries; International Assessment; Mathematics Achievement; Science Achievement; Mathematics Tests; Science Tests; Educational Practices; Teacher Education; Trends in International Mathematics and Science Study Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Student; Students; Schüler; Schülerin; Schulleistung; Naturwissenschaften; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bildungspraxis; Lehrerausbildung; Lehrerbildung |
Abstract | We examine whether and how teachers' major fields in college affect students' achievement, exploiting within-student variation across subfields in natural science (i.e. physics, chemistry, biology, and Earth science). Using middle-school students' data from the TIMSS and controlling for student-teacher fixed effects, we find that teachers improve students' achievement in subfields of natural sciences correspond to their college majors. Teaching practices explain about half of the effect, mostly accounted for by teachers' preparation for teaching science topics. The results are robust to potential endogenous matching between students and teachers. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |