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FAQ(s): Teaching Quality: What preparation and practices matter?
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Mathematical Knowledge of Middle School Teachers: Implicatio...
To explore middle school math teachers' math knowledge and the relationship between such knowledge and teachers' subject matter preparation, certification type, teaching experience, and their students' poverty status.
Issue/Topic: Curriculum--Mathematics; Teaching Quality--Preparation
Author(s): Hill, Heather
Organization(s): University of Michigan
Publication: Educational Evaluation and Policy Analysis
Published On: 2007
Findings/Results:
  1. Teachers with more mathematical course work, a subject-specific certification, and high school teaching experience tend to possess higher levels of teaching-specific mathematical knowledge.
  2. Teachers with strong mathematical ...
2007-01-01T00:00:00
Extensive Analysis of Preservice Elementary Teachers' Knowle...
To better understand preservice elementary teachers' knowledge of fractions.
Issue/Topic: Teaching Quality--Preparation
Author(s): Newton, Kristie
Organization(s): Temple University
Publication: American Educational Research Journal
Published On: 2008
Findings/Results:
  • At the beginning of the course, preservice teachers demonstrated limited and fragmented knowledge of fractions. They correctly responded to about three-fourths of the problems, but tended to use general algorithms to do so. The aver...
2008-01-01T00:00:00
Teacher Preparation and Student Achievement
To develop a broader picture of the landscape of elementary teachers in a single, large district, portraying, in general, how teachers are prepared to teach in New York City (NYC) public schools and how variation in this preparation affects student learning.
Issue/Topic: Teaching Quality--Preparation
Author(s): Boyd, Donald; Grossman, Pamela; Loeb, Susanna; Lankford, Hamilton; Wyckoff, James
Organization(s): University of Virginia Curry School of Education; Stanford University School of Education; Stanford University; University of Albany, School of Education; University of Albany, Center for Policy Research; National Bureau of Economic Research
Publication: National Bureau of Economic Research Working Paper
Published On: 2008
Findings/Results:

1. There is variation across programs in the average effectiveness of the teachers they are supplying, with some programs graduating teachers who have significantly greater impact on student achievement.

  • On average, programs ...
2008-01-01T00:00:00
Teacher Effectiveness in First Grade: The Importance of Back...
To determine the degree to which differences in teacher effectiveness affect student achievement gains and to determine the relative size of the effect of teachers' background qualifications, attitudes and instructional practices on student achievement gains in first grade.
Author(s): Palardy, Gregory; Rumberger, Russell
Organization(s): University of California, Riverside
Publication: Educational Evaluation and Policy Analysis
Season: Spring 2008
Findings/Results:

Effects of Student Background and Classroom Composition

  • There is far more variance in student achievement gains between students within classrooms than between classrooms within schools or between schools. Previous research ha...
2008-04-01T00:00:00
Race, Gender, and Teacher Testing: How Informative a Tool Is...
To analyze the information teacher licensure tests provide about teacher effectiveness.
Issue/Topic: Teaching Quality--Certification and Licensure
Author(s): Goldhaber, Dan; Hansen, Michael
Organization(s): University of Washington
Publication: American Educational Research Journal
Published On: 2010
Findings/Results:
  • Licensure tests have different predicative validity for student achievement by teacher race. Student achievement is impacted by the race/ethnicity match between teachers and their students, with Black students significantly benefit...
2010-01-01T00:00:00
Identifying Effective Classroom Practices Using Student Achi...
To link student achievement gains to specific teaching practices and behaviors--as opposed to general judgments by principals.
Author(s): Tyler, John; Wooten, Amy; Taylor, Eric; Kane, Thomas
Organization(s): Harvard Graduate School of Education; Brown University
Publication: National Bureau of Economic Research Working Paper
Published On: 2010
Findings/Results:

The results demonstrate relationships between practices measured in Cincinnati's Teacher Evaluation System (TES) and student achievement growth. During the TES process, teachers generally receive four evaluations throughout the school ye...

2010-01-01T00:00:00
Teachers' Mathematical Knowledge, Cognitive Activation in th...
To investigate the extent to which teachers' content knowledge (CK) and pedagogical content knowledge (PCK) influence instructional quality, consequently affecting students' learning gains in mathematics.
Issue/Topic: Curriculum--Mathematics; Teaching Quality--Preparation
Author(s): Voss, Thamar; Klusmann, Uta; Tsai, Yi-Miau; Jordan, Alexander; Blum, Werner; Neubrand, Michael; Kunter, Mareike; Baumert, Jurgen; Krauss, Stefan; Brunner, Martin
Organization(s): University of Luxembourg; University of Bielefeld; Max Planck Institute for Human Development; University of Kassel; University of Michigan; University of Oldenburg
Publication: American Educational Research Journal
Published On: 2010
Findings/Results:

Teachers' CK and PCK scores proved to be highly dependent on the type of training program they had attended. In the US, there is wide variety in teacher preservice training, thereby making it difficult for researchers to define treatment...

2010-01-01T00:00:00
Measure for Measure: The Relationship Between Measures of In...
To determine what classroom practices, if any, differentiate teachers with high impact on student achievement in middle school English Language Arts (ELA) from those with lower impact.
Issue/Topic: Teaching Quality--Evaluation and Effectiveness
Author(s): Cohen, Julia; Lankford, Hamilton; Boyd, Donald; Loeb, Susanna; Grossman, Pam; Wyckoff, James; Hammerness, Karen
Organization(s): Stanford University School of Education; Stanford University; University of Albany, Center for Policy Research; University of Albany, School of Education; University of Virginia Curry School of Education
Publication: National Bureau of Economic Research Working Paper
Published On: 2010
Findings/Results:

The findings reveal consistent evidence that high value-added teachers have a different profile of instructional practices than do low value-added teachers.

1. Explicit Strategy Instruction appears to distinguish the more effectiv...

2010-01-01T00:00:00
Implicit Prejudiced Attitudes of Teachers: Relations to Teac...
To determine if prejudiced attitudes of teachers influence expectations, treatment and academic achievement of minority students.
Issue/Topic: Student Achievement--Closing the Achievement Gap; Teaching Quality; Minority/Diversity Issues
Author(s): Voeten, Marinus; van den Bergh, Linda; Denessen, Eddie; Hornstra, Lisette; Holland, Rob
Organization(s): Eindhoven University of Technology; Radbound University Nijmegen; University of Amsterdam
Publication: American Educational Research Journal
Published On: 2010
Findings/Results:

Analysis of elementary teachers and students revealed that explicit measures of teacher prejudice (e.g., attitudes explicitly expressed via questionnaire) were not correlated with differential evaluations of minority students or the size...

2010-01-01T00:00:00
Teacher Training, Teacher Quality and Student Achievement
To analyze the effects of both pre-service and in-service training on teacher productivity while addressing the twin selection problems associated with teacher acquisition of training and assignment of students to teachers.
Issue/Topic: Student Achievement; Teaching Quality; Teaching Quality--Professional Development
Author(s): Sass, Tim; Harris, Douglas
Organization(s): University of Wisconsin-Madison; The Florida State University
Publication: Journal of Public Economics
Published On: 11/25/2010
Findings/Results:
  • Experience enhances the productivity of both elementary and middle school teachers, but not high school teachers.
  • Overall, in-service professional development (PD) is associated with either no change or a reduction...
2010-11-25T00:00:00
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