TeacherLevel

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tandfonline.com – Do teachers differ in the level of expectations or in the extent to which they differentiate in expectations? Relations between teacher-level expectations, teacher background and beliefs, and subsequent student performance

Posted on by Troels Gannerup Christensen - Læst 15 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Previous studies have indicated that, although some teachers have substantial expectation effects on student outcomes, the effects for most teachers are only small. Furthermore, teacher expectations are associated with key pedagogical differences related to teacher beliefs about providing instruction and support for learning. The aim of this study was to explore (a) teacher-level differences in the level and differentiation of expectations, (b) associations between teacher differences in expectations and teacher background and beliefs, and (c) relationships with subsequent student performance. Secondary analyses were performed on data for 42 teachers and their students in New Zealand. The results were supportive of the notion that some teachers were differentiating more between students in their expectations than others. Teachers who differentiated… Continue Reading →

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tandfonline.com – The Sensitivity of Value-Added Estimates to Specification Adjustments: Evidence From School- and Teacher-Level Models in Missouri

Posted on by Troels Gannerup Christensen - Læst 16 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract We provide a side-by-side comparison of school and teacher growth measures estimated from different value-added models (VAMs). We compare VAMs that differ in terms of which student and school-level (or teacher-level) control variables are included and how these controls are included. Our richest specification includes 3 years of prior test scores for students and the standard demographic controls; our sparsest specification conditions only on a single prior test score. For both schools and teachers, the correlations between VAM estimates across the different models are high by conventional standards (typically at or above 0.90). However, despite the high correlations overall, we show that the choice of which controls to include in VAMs, and how to include them, meaningfully influences school and… Continue Reading →