Teacher Quality, Instructional Quality and Student Outcomes

Nilsen, Trude; Gustafsson, Jan‐Eric

doi:10.1007/978-3-319-41252-8

Cited by 85 publications

(6 citation statements)

References 62 publications

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“…Still, there is some disagreement on which qualifications make substantial contributions to teacher effectiveness. This may be in part due to differences between teacher education programs across and even within countries (Blömeke, Olsen, & Suhl, 2016;Wayne & Youngs, 2003). Further, some researchers within education production function research have contended that neither formal teacher qualifications, nor teaching experience account for variation in teacher effectiveness (Hanushek & Rivkin, 2012).…”

Section: Teacher Education and Teaching Experiencementioning

confidence: 99%

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The role of teacher characteristics for student achievement in mathematics and student perceptions of instructional quality

2019

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This study explores how aspects of teacher quality are related to student achievement and students' perceptions of instructional quality on the basis of eighth grade TIMSS 2011 data for Sweden. Indicators of teacher quality are coursework in mathematics as measured by the number of semesters of studying mathematics, years of teaching experience and teacher self-efficacy beliefs. The study employs confirmatory factor analysis and structural equation modelling as primary methods. Results indicate that teachers with higher self-efficacy beliefs were rated by students as delivering higher instructional quality. However, this was not reflected in student achievement levels. Instead, with student socioeconomic and immigrant background under control, there was a significant positive relationship between coursework in mathematics and student mathematic achievement levels, as well as between student perceptions of instructional quality and achievement. Relations between teaching experience and student achievement followed a non-linear pattern, with the effect of teaching experience increasing up to 19 years and declining afterwards.

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Section: Teacher Education and Teaching Experiencementioning

confidence: 99%

“…Indeed, research on effects of teaching experience on student achievement is generally inconsistent (Blömeke et al, 2016;Rice, 2010). Moreover, interpretations of experience effects (or a lack thereof) is challenging for a number of reasons (Rice, 2010;Wayne & Youngs, 2003).…”

Section: Teacher Education and Teaching Experiencementioning

confidence: 99%

The role of teacher characteristics for student achievement in mathematics and student perceptions of instructional quality

2019

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“…The ILSAs contribute to an investigation of educational outcomes both within and across countries and help policymakers learn from other countries (Klieme, 2013) Some large-scale effectiveness studies have already applied the DMEE to measure educational quality and equity at the classroom, school, and system levels. Nilsen and Gustafsson (2016) The Dynamic Model of Educational Effectiveness (adapted from Creemers and Kyriakides, 2007;Kyriakides et al, 2020). across 38 countries using TIMSS 2007 and 2011 data.…”

Section: Introduction Educational Effectiveness Research -Dynamic Mod...mentioning

confidence: 99%

Exploiting the linked teaching and learning international survey and programme for international student assessment data in examining school effects: A case study of Singapore

et al. 2022

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This paper attempts to demonstrate the usefulness of the linkage data from two international large-scale assessment studies, Teaching and Learning International Survey 2013 (TALIS) 2013 and Programme for International Student Assessment (PISA) 2012, in examining the effects of schools. Data from seven educational systems are used to link, and four critical issues with five selection criteria are applied to the data selected. The linking dataset facilitates the investigation of mathematics performance while considering individual learner characteristics, mathematics teacher variables in the classroom environment and the school-level variables. We extend the new avenue of research by developing a linked database geared to the specific mathematics teaching and learning domain to reflect the school mathematics educational environment. The case study using Singapore linkage data demonstrated the feasibility and potential of exploring school effectiveness. In Singapore, schools with teachers of a higher level of education and self-efficacy in teaching mathematics related to a higher level of school mathematics performance. The study offers a guideline and inspiration to the research community to exploit the rich information in both TALIS and PISA studies to facilitate school effectiveness studies.

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“…For example, the United Nations Educational, Scientific and Cultural Organisation (2018) reports that 268 million children globally are functionally illiterate and innumerate despite 50% of them having spent at least 4 years in school. Existing research suggests that student characteristics, family and home environment, as well as teacher characteristics and school factors influence students' learning and academic attainment (Hattie, 2009;Meyer and Benavot, 2013;Nilson and Gustafsson, 2016). Among school-related factors, it is argued that teacher qualities make the greatest contribution to students' learning (e.g., Barber and Mourshed, 2007;Organisation for Economic Co-operation and Development, 2012;World Bank, 2018).…”

Section: Introductionmentioning

confidence: 99%

Teacher Characteristics and Children’s Educational Attainment in Ghana: Do Some Teacher Characteristics Matter More for Children Attending Disadvantaged Schools?

et al. 2020

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This study examined the association between teacher characteristics and primary school children's educational attainment. Additionally, it explored whether certain teacher characteristics are more important for children attending disadvantaged schools. Multilevel analyses of linked administrative data on teacher characteristics and attainment indicate socioeconomic differences in children's educational outcomes. Teacher certification and experience were associated with children's attainment in both Mathematics and English language. Findings exploring the differential effect of teacher characteristics show that teacher certification and experience were more important for the attainment of children attending rural and public schools. The results have significant implications for teacher professional development and deployment policies to improve attainment for all learners.

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Teacher Quality, Instructional Quality and Student Outcomes

Abstract: The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

Cited by 85 publications

References 62 publications

The role of teacher characteristics for student achievement in mathematics and student perceptions of instructional quality

The role of teacher characteristics for student achievement in mathematics and student perceptions of instructional quality

Exploiting the linked teaching and learning international survey and programme for international student assessment data in examining school effects: A case study of Singapore

Teacher Characteristics and Children’s Educational Attainment in Ghana: Do Some Teacher Characteristics Matter More for Children Attending Disadvantaged Schools?

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