Teacher credentials and student achievement: Longitudinal analysis with student fixed effects

Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L.

doi:10.1016/j.econedurev.2007.10.002

Cited by 555 publications

(461 citation statements)

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“…In the case of mathematics teachers, a major in mathematics delivers the body of content knowledge necessary to present mathematics to learners in a meaningful way and to connect mathematical ideas and topics to one another, as well as to the learner's prior knowledge and future learning objectives (Wilson et al 2001;Cochran-Smith and Zeichner 2005). However, knowing the content provides only a foundation for teaching; student achievement is higher if a strong subject-matter background is combined with strong educational credentials (Clotfelter et al 2007). Correspondingly, teachers' pedagogical content knowledge and content knowledge of mathematics are of great importance for instructional quality and student achievement in mathematics, with the former exerting a greater effect than the latter (Baumert et al 2010;Blömeke and Delaney 2012).…”

Section: Educational Effectiveness Research As the Point Of Referencementioning

confidence: 99%

Relation of Student Achievement to the Quality of Their Teachers and Instructional Quality

Blömeke

Olsen

Suhl

2016

IEA Research for Education

122

103

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This chapter examines how crucial input and process characteristics of schooling are related to cognitive student outcomes. It was hypothesized that teacher quality predicts instructional quality and student achievement, and that instructional quality in turn predicts student achievement. The strengths of these relations may vary across countries, making it impossible to draw universal conclusions. However, similar relational patterns could be evident within regions of the world. These hypotheses were investigated by applying multi-level structural equation modeling to grade four student and teacher data from TIMSS 2011. The sample included 205,515 students from 47 countries nested in 10,059 classrooms. Results revealed that teacher quality was significantly related to instructional quality and student achievement, whereas student achievement was not well predicted by instructional quality. Certain characteristics were more strongly related to each other in some world regions than in others, indicating regional patterns. Participation in professional development activities and teachers' sense of preparedness were, on average, the strongest predictors of instructional quality across all countries. Professional development was of particular relevance in Europe and Western Asian/Arabian countries, whereas preparedness played an important role in instructional quality in South-East Asia and Latin America. The ISCED level of teacher education was on average the strongest predictor of student achievement across all countries; this characteristic mattered most in the Western Asia/Arabia region.

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Section: Educational Effectiveness Research As the Point Of Referencementioning

confidence: 99%

Relation of Student Achievement to the Quality of Their Teachers and Instructional Quality

Blömeke

Olsen

Suhl

2016

IEA Research for Education

122

103

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“…For example, NCERDC data have been used to study differences in the observed teacher characteristics in charter relative to traditional public schools (Carruthers, 2012), the relationship between observable teacher characteristics and student test scores (Clotfelter, Ladd, & Vigdor, 2007), stability of value-added measures of teacher effectiveness across time (Goldhaber & Hansen, 2013) and subjects (Goldhaber, Cowan, & Walch, 2013), the persistence of estimated teacher effects over time (Jacob, Lefgren, & Sims, 2010), teacher peer effects (Jackson & Bruegmann, 2009), the effect of statewide early childhood programs on third-grade academic achievement (Ladd, Muschkin, & Dodge, 2014), the effect of NCLB's subgroup-specific accountability requirements on student achievement (Lauen & Gaddis, 2012), and the presence of nonrandom student-teacher assignments (Rothstein, 2010). This is not an exhaustive list; see the NCERDC website (provided in Note 3) for a full list of projects to which the NCERDC contributed data.…”

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The Effect of Primary School Size on Academic Achievement

Gershenson

Langbein

2015

Educational Evaluation and Policy Analysis

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“…Experience was considered as a confounding variable since it is possible that teachers with several years in the service had developed better competence that novice teachers. Clotfelter, Ladd & Vigdor (2007) have found that experience has a significant on teacher-student quality of relationships and classroom effectiveness. It was predicted that experience has a moderating effects on the manner teachers respond to induced emotional experiences in young children.…”

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confidence: 99%

The effects of emotional awareness training on teachers’ ability to manage the emotions of preschool children: An experimental study

María¹,

Ian²,

Jones³

2016

PSYWRIT

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This article describes the process and results of a Randomized Controlled Trial (RCT) on teachers' ability to manage the emotions of preschool children during a constrained play activity. Thirty early childhood education teachers participated in the study. Half of the participants were taught strategies to enhance their own emotional competence. The control group was provided with standard information on child development. The experimental group was trained in active strategies on emotion coaching, emotional schemas, reflective practice focused on emotions, and mindfulness training. The teachers' outcomes were assessed in situ during a pretend play session with small groups of preschoolers. The dependent variables were observed occurrences of different components of emotional competence in teachers. Significant statistical differences were found between the two groups across the three different emotional competence skills (regulation, expression, and knowledge) demonstrated by the early childhood teachers during a game situation. This experimental study highlights the processes through which teachers support the emotional competence of young children, and the importance of the role of early childhood teachers' own emotional competence on the socialisation of children's emotions. Most importantly, it provides evidence, based on the influence of emotion-focused teacher-training and reflective practices, that teachers' emotional skills should be supported such that they can optimally meet the emotional needs of young children.Key Words: Randomised Control Trial; Emotion-focused Training; Reflective Practices; Early Childhood Education.Este artículo describe el proceso y los resultados obtenidos en un Ensayo Controlado Aleatorio (ECA) sobre la capacidad de los profesores para gestionar las emociones de niños en edad preescolar durante una actividad de juego restringido.Participaron en el estudio treinta profesores de educación infantil. La mitad de los participantes aprendieron estrategias para mejorar su propia competencia emocional. El grupo de control recibió información estándar sobre desarrollo infantil.El grupo experimental recibió formación más específica sobre estrategias activas relacionadas con el desarrollo emocional, los esquemas emocionales, la práctica reflexiva centrada en las emociones, y el mindfulness (atención plena). Se evaluaron in situ los resultados obtenidos por los profesores durante la sesión de juego simulada con grupos reducidos de preescolares. Las variables dependientes valoraban las ocurrencias observadas de componentes de la competencia emocional en los profesores. El estudio mostró que durante los juegos hubo diferencias estadísticamente significativas entre los docentes de ambos grupos en tres habilidades de competencia emocional (regulación, expresión, y conocimiento). Este estudio experimental subraya los procesos que utilizan los profesores para apoyar la competencia emocional de los niños pequeños, y el importante papel que desempeña la propia competencia emocional de los profes...

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Teacher credentials and student achievement: Longitudinal analysis with student fixed effects

Cited by 555 publications

References 11 publications

Relation of Student Achievement to the Quality of Their Teachers and Instructional Quality

Relation of Student Achievement to the Quality of Their Teachers and Instructional Quality

The Effect of Primary School Size on Academic Achievement

The effects of emotional awareness training on teachers’ ability to manage the emotions of preschool children: An experimental study

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