Teacher and Teaching Effects on Students’ Attitudes and Behaviors

Blazar, David; Kraft, Matthew A.

doi:10.3102/0162373716670260

Cited by 404 publications

(321 citation statements)

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“…Effectiveness studies pay a lot of attention to classrooms since they are avenues where teacher attributes and student attributes interact. Therefore, quality teaching is the most important factor at the classroom level and thus teacher effectiveness in the classroom is one of the most significant factors related to student achievement (Blazar, 2016). …”

Section: Is Teacher Education Level and Experience Impetus For Studenmentioning

confidence: 99%

Is Teacher Education level and Experience impetus for student achievement? Evidence from public secondary schools in Kenya

Obonyo¹,

Чэн²,

Maina³

2018

AJERR

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This study established whether advanced degrees and years of teaching experience are associated with student science achievement gains in Public Secondary schools in Kenya. In particular, the study differentiated education level into advanced degrees in Science and advanced degrees in any major, and experience into general years of teaching experience and years teaching Science in general and at grade 12. Teaching quality factors drawn from dynamic model of teacher effectiveness were utilized in the model to establish if they mediated the effect of teacher's education level and experience on student achievement. A sample of 610 respondents was sampled consisting of 570 respondents consisting of 450 students and 120 grade 12 Science teachers was selected from 40 public secondary schools in the county.2-Level Hierarchical linear modelling was used to disentangle variance associated with students nested within classes and teachers nested within four categories of high rank and low rank schools in the County. The study found no variation in teacher qualification ,between high and low ranking secondary schools with respect to education level(X2=0.324; df =2, P=0.065, and experience (X2=0.824, df=3, P=0.066), but only with a small difference in grade 12 experience between low ranked and high ranked schools(X2=0.824, df=3, P=0.046). With regards to proportion of variance due to nested data, 20.8% of variance in student achievement was amongst student while the rest was within classrooms (teachers). With regards to teacher experience, teachers with more than two years of grade 12 experience will improve student scores by 1.15 units while those teachers without such experience will improve scores by 0.83. With regards to education level, a teacher with advanced degree chemistry or education will improve student achievement gains by 0.085 units, while that with no advanced degree in any major will result to only 0.067 unit increase in student chemistry achievement. The study, recommends that the teacher service commission of Kenya acknowledges that advanced degrees currently acquired by teachers have significant effect to student and as such, teachers with such degrees and experience should adequately be remunerated. Duke D Obonyo, AJERR, 2018; 3:21 http://escipub.com/american-journal-of-educational-research-and-reviews/ 0002

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Section: Is Teacher Education Level and Experience Impetus For Studenmentioning

confidence: 99%

Is Teacher Education level and Experience impetus for student achievement? Evidence from public secondary schools in Kenya

Obonyo¹,

Чэн²,

Maina³

2018

AJERR

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“…Moreover, teachers who have greater content knowledge tend to have a positive effect on students' subject-specific self-beliefs, such as their sense of mastery and self-efficacy (Blazar and Kraft, 2015). 5 …”

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A Framework for the Analysis of Student Well-Being in the PISA 2015 Study

Borgonovi

Pál

2016

OECD Education Working Papers

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JT03401754Complete document available on OLIS in its original format This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. EDU/WKP(2016) This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org.This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. ABSTRACTIn 2015, PISA (the Programme for International Student Assessment) asked students to describe their wellbeing in addition to collecting information on students' subject-specific skills. This paper provides a comprehensive overview and details the policy relevance of the following five dimensions of well-being covered in PISA 2015: cognitive, psychological, social, physical and material well-being. In addition, the paper outlines the underlying indicators of each dimension and their theoretical and analytical value for education policy. This paper concludes by identifying data gaps within the indicators and exploring how future cycles of PISA could bridge these gaps in order to provide a more comprehensive portrait of students' well-being. RÉSUMÉEn 2015, PISA (le Programme international pour le suivi des acquis des élèves) a interrogé les élèves sur leur bien-être, en plus de sa collecte de données sur leurs compétences dans des matières spécifiques. Ce document propose un aperçu complet et une analyse détaillée de la pertinence stratégique des cinq dimensions du bien-être couvertes dans l'enquête PISA 2015 : le bien-être cognitif, psychologique, social, physique et matériel. En outre, il examine les indicateurs sous-tendant chacune de ces dimensions, ainsi que leur valeur théorique et analytique pour les politiques d'éducation. Enfin, il identifie les lacunes dans les données des indicateurs et étudie les possibilités d'y remédier dans les prochains cycles PISA afin de dresser un portrait plus exhaustif du bien-être des élèves.

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“…Research has demonstrated that teacher effectiveness as measured by student academic achievement varies widely (e.g., Aaronson, Barrow, & Sander, 2007;Rockoff, 2004;Rowan, Correnti, & Miller, 2002) and that teachers improve at different rates (Atteberry, Loeb, & Wyckoff, 2013). A growing body of evidence also suggests teacher quality is an important contributor to student achievement (e.g., Blazar & Kraft, 2015;Chetty, Friedman, & Rockoff, 2014;Clotfelter, Ladd, & Vigor, 2007;Rivkin, Hanushek, & Kain, 2005). Specifically, the quality of teachers' instruction has been linked to student achievement outcomes (e.g., Allen et al, 2013;Gamoran, Porter, Smithson, & White, 1997;Wenglinsky, 2002;Westbury, 1993).…”

Section: Introductionmentioning

confidence: 99%

It's All About How you Frame It: A Sensemaking Perspective on the Instructional Coach Role

McGraw

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Teacher and Teaching Effects on Students’ Attitudes and Behaviors

Cited by 404 publications

References 70 publications

Is Teacher Education level and Experience impetus for student achievement? Evidence from public secondary schools in Kenya

Is Teacher Education level and Experience impetus for student achievement? Evidence from public secondary schools in Kenya

A Framework for the Analysis of Student Well-Being in the PISA 2015 Study

It's All About How you Frame It: A Sensemaking Perspective on the Instructional Coach Role

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