The Relation between Teacher Specialization and Student Reading Achievement

Myrberg, Eva; Johansson, Stefan; Rosén, Monica

doi:10.1080/00313831.2018.1434826

Cited by 23 publications

(26 citation statements)

References 59 publications

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“…A Swedish national extension made possible the use of a number of indicators of teacher specialization with respect to preparation for the subject and the grade taught. A positive, significant relation between teacher specialization and student achievement was observed, which is in accordance with both previous results from Sweden (Myrberg 2007;Johansson et al 2015, Myrberg et al 2018, and a substantial amount of international research (e.g., Adamson and Darling-Hammond 2012;Kleickmann et al 2013;Nye et al 2004).…”

Section: Resultssupporting

confidence: 91%

“…While studies on the effects of teachers on reading at primary level are few (see, for example, Snow et al 2005), evidence from the USA indicates an effect of relevant teacher education on reading achievement in lower grades (Clotfelter et al 2007;Darling-Hammond 2014;Ferguson 1991;Nye et al 2004). With data for Sweden, Johansson et al (2015) estimated substantial effects of teacher education relevant for subject and grade on third graders' reading achievement levels, and found significant effects of teacher specialization on fourth graders reading achievement levels (Myrberg et al 2018). 5 The role of student perceived instructional quality for obtaining high-quality teaching Much endeavor has been dedicated to development of new models of teacher performance evaluation. "The dynamic model of educational effectiveness" was developed by Creemers and Kyriakides (2008), and has been used to measure teacher performance as perceived by students.…”

Section: The Role Of Teacher Education For Obtaining High-quality Teamentioning

confidence: 99%

“…Teacher education programs vary in the degree of relevance for teaching reading to fourth grade students. We therefore categorized the different education programs and recoded them into a dichotomous variable based on a categorization made in a previous study (Myrberg et al 2018). The first category (code 1) comprises teachers with an education relevant for both subject and grade, that is, teaching reading in fourth grade.…”

Section: Teachersmentioning

confidence: 99%

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Teacher specialization and student perceived instructional quality: what are the relationships to student reading achievement?

Johansson

Myrberg

2019

Educ Asse Eval Acc

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At an international level, teachers' work is increasingly circumscribed and regulated. Notions of accountability have shifted from primarily inputs to primary outcomes, and investment in strengthening teacher performance evaluation has expanded. At the same time, investment in enhancing the quality of teacher education programs is contested in many countries. Occupational professionalism, that is, a traditional, historic form characterized by discretionary decision-making, collegial authority, and trust in the practitioner, has been replaced by organizational professionalism that incorporates target-setting and performance review. The overarching question in this study concerns the meaningfulness and appropriateness of using student perceived instructional quality for the estimation of teaching quality in comparison to teacher specialization. The study investigates relations between fourth grade students' reading achievement levels, teacher specialization, and student perceptions of instructional quality, based on the Swedish PIRLS 2011 data. Performing two-level structural modeling with latent variables, this study revealed a positive relationship between teacher specialization relevant for the grade and subject taught, and student reading achievement. By contrast, there was no association between student perceptions of instructional quality and student reading achievement, or between instructional quality and teacher specialization. The results raise questions about the benefit of student evaluations of teacher classroom practices from both a validity perspective, as well as from a teacher professionalization perspective. However, the cross-sectional data used does not allow for causal inference, and further research on the relationships between teacher specialization, student perceived instructional quality, and student achievement is therefore needed.

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Section: Resultssupporting

confidence: 91%

Section: The Role Of Teacher Education For Obtaining High-quality Teamentioning

confidence: 99%

Section: Teachersmentioning

confidence: 99%

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Teacher specialization and student perceived instructional quality: what are the relationships to student reading achievement?

Johansson

Myrberg

2019

Educ Asse Eval Acc

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“…For example investigations into teacher formal competence (Frank, 2009;Myrberg, 2007), self-efficacy beliefs (Lander, 2013), and instructional responsibility (Hansson, 2010) have been carried out. When the effects of teacher competence on student achievement have been studied, it is mainly in relation to primary school students' reading achievement (Myrberg, Johansson, & Rosén, 2018). Research combining both cognitive and affective teacher characteristics, and dealing specifically with mathematics teachers at the secondary school level in the Swedish setting is lacking.…”

Section: Summary Of Previous Researchmentioning

confidence: 99%

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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“…The differences in the students' reading development are partly due to the professional knowledge of the teachers as research shows (Didion, Toste, & Filderman, 2020;Myrberg, Johansson & Rosén, 2018;National Reading Panel, 2000;Darling-Hammond, 2000;De Coster, Baidak, Motiejunaite, & Noorani, 2011;Lotz, 2016). Teachers themselves do not feel well prepared, nor are they trained in the assessment of reading (Anmarkrud & Bråten, 2012;Artelt et al, 2007;Bremerich-Vos, Stahns, Hußmann, & Schurig, 2017).…”

mentioning

confidence: 99%

Reading Related Activities in Second Grade and Their Effect on Fluency- An Evaluation of Teachers’ Classroom Practices

Kraus¹,

J²,

Schilcher³

et al. 2020

Preprint

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There is a large number of scientifically evaluated reading trainings recommended by literature, that have shown to be effective on the process level. However, field studies indicate that teachers rarely adopt those but use reading animation methods and self-invented methods instead. Yet, scientific evidence for those teacher-constructed methods is still missing. We therefore asked 87 teachers about their reading lessons and assessed the reading ability development of their 1469 students with a standardized reading test. The results show that teachers hardly use any evidence-based methods, but mainly rely on reading animation. Further, the methods reported by the teachers did not show a measurable impact on the development of the students’ reading competence. On the contrary, teacher constructed methods seemingly lead to a growth of heterogeneity of competence.

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The Relation between Teacher Specialization and Student Reading Achievement

Cited by 23 publications

References 59 publications

Teacher specialization and student perceived instructional quality: what are the relationships to student reading achievement?

Teacher specialization and student perceived instructional quality: what are the relationships to student reading achievement?

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

Reading Related Activities in Second Grade and Their Effect on Fluency- An Evaluation of Teachers’ Classroom Practices

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