The long-term impact of effective teaching

Abstract

The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThis paper investigates the impact of effective schooling in the first year of elementary school on later academic outcomes and equal educational opportunity.A large longitudinal dataset from England was used to estimate the importance of the first year of elementary school for academic outcomes up to age 16. Multi-level models, controlling for baseline assessment, deprivation, sex and ethnic status showed that classes in the first year differed substantially in their progress but did not vary in their impact on equity.Those classes defined as effective and students from those classes were tracked on three further occasions up to the age of 16 and compared with others.Being in an effective class in the first year of school, when the children were aged 4 -5 years, was significantly related to later attainment at age 16 (Effect Size = 0.2). However, it was unrelated to equity at age 16.

Student teachers as writers: using an ‘immersive’ approach in ITE to build positive writers

“…This is in keeping with Bandura (1986) identifying the relationship between emotional states and self-efficacy beliefs, defined as a belief in one's personal capability to perform a specific function, leading to desired outcomes (Bandura, 1986). Effective teachers have high levels of self-efficacy (Steele, 2010) and positively impact student achievement (OECD, 2009;Stronge, 2010;Tymms et al, 2018). Isbell et al (2016) posit an 'affect-as-cognitivefeedback model' to explain how a person's affective state influences immediate cognitive functions and evidence from the medical sciences show the impact of emotions on such things as: decision-making, perception, interpersonal interactions and intelligence (Bulagang et al, 2020).…”

Does instructional quality mediate the link between teachers’ emotional exhaustion and student outcomes? A large-scale study using teacher and student reports.

“…Teachers bear a high responsibility for the cognitive and psychosocial development of students, and their work performance, in terms of instructional quality, is highly relevant for students’ outcomes (Hamre & Pianta, 2001; Kunter et al, 2013; Nye et al, 2004; Tymms et al, 2018). At the same time, empirical evidence from different countries and education systems has shown that teachers are likely to be at risk for burnout symptoms such as emotional exhaustion (Iriarte Redín & Erro-Garcés, 2020; Maslach et al, 2001).…”

Peer tutoring in middle school mathematics: academic and psychological effects and moderators

“…In this sense, peer tutoring interventions are also expected to have a positive impact on students' attitudes towards learning. As Tymms et al (2018) and Topping (2022) indicate, peers may play a vital role on other students' attitudes in class. So, structured and supervised helping behaviours in educational contexts may foster students' attitudes towards learning.…”