Selected Teacher Characteristics as They Affect Student Achievement in Urban Schools PDF Download
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Author: Keith Michael Kershner
Publisher:
ISBN:
Category : Education, Urban
Languages : en
Pages : 338
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Book Description
Author: Keith Michael Kershner
Publisher:
ISBN:
Category : Education, Urban
Languages : en
Pages : 338
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Book Description
Author: Richard J. Murnane
Publisher: Cambridge, Mass. : Ballinger Publishing Company
ISBN:
Category : Social Science
Languages : en
Pages : 152
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Book Description
Author: Jennifer King Rice
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 80
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Book Description
Teacher quality is the single most important school-related factor influencing student success. The author examines the body of research on the subject of teacher quality to draw conclusions about which attributes makes teachers most effective, (experience, preparation programs and degrees, type of certification, specific coursework taken in preparation for the profession, and teachers' own test scores), with a focus on aspects of teacher quality that can be translated into policy recommendations and incorporated into teaching practice.
Author: Julian R. Betts
Publisher: Public Policy Instit. of CA
ISBN: 9781582130446
Category : Education
Languages : en
Pages : 139
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Author: Su-Yun Kim
Publisher:
ISBN:
Category :
Languages : en
Pages : 228
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Book Description
The No Child Left Behind Act recognizes the importance of quality teachers in improving student achievement in that it mandates that all students have to be taught by "a highly qualified teacher". The increasing demand for highly qualified teachers has led to a shortage of qualified teachers. In the United States, however, an uneven distribution of high quality teachers exists. A closer look at urban areas reveals that the problem is more severe in those localities than the national average. In order to address the teacher shortage problem in urban areas, more than 40 states initiated an alternative certification route for candidates who hold a bachelor's degree (Darling-Hammond, 2000; Heilig, Cole, & Springel, 2011), although teachers' certification or licensing status play an important role in differentiating teacher quality. The purpose of this study was to examine how high quality teachers are distributed across a large, urban district in Texas according to student's characteristics, school characteristics and student achievement. In addition, more importantly, this study explored how teacher's quality influences student achievement and, more specifically, on achievement of students with limited English proficiency (LEP). Due to the differences of characteristics in student characteristics and a school system, elementary schools and middle schools were separated in the analyses. In order to examine which students were allocated to high quality teachers and to determine the effect of teacher quality on students' achievement in an urban district, Southeast Independent School District (SISD), which is a major urban district in Texas with more than 200,000 students, was chosen. As the largest public school system in Texas, SISD has large shares of minority and low-income students. Student data utilized in this analysis came from the Public Education Information Management System (PEIMS), which is data collection and reporting system produced by the Texas Education Agency (TEA) for the public schools of Texas. SISD provided individual level teacher's data, students' data, and a matching file so that teacher's and their students' data could be linked. All data that SISD provided are protected by using masked identification. To address the research questions, the study involved three statistical approaches -- descriptive analysis, Analysis of variance (ANOVA) and three-level hierarchical linear models (HLM). Results from ANOVA indicated unequal distribution of high quality teachers across an urban school district. Economically disadvantaged students, minority students, and students with limited English proficiency were more likely to be allocated to alternatively certified teachers. It implies that students with economically and socially disadvantaged backgrounds lose a chance to have fully-certified or highly qualified teachers. The test scores of students who had fully-certified teachers were higher than the test scores of under-certified teachers' or alternatively-certified teachers' students. Campus accountability ratings were also significantly lower for schools that had more Teach for America (TFA) teachers than schools that had more fully-certified teachers. There were also clear distinctions among teacher's qualifications, student characteristics, and school conditions between elementary schools and middle schools. There were more alternative certified teachers and less fully-certified teachers in middle schools. Middle schools served a higher percentage of students that are economically disadvantaged, at-risk of dropping out, were LEP, and Hispanic. The average campus accountability rating was also lower in middle schools than elementary schools. Overall, school conditions in middle schools were more inferior than in elementary schools among urban schools in Texas. In order to explain the effect of teacher quality and school condition besides student's characteristics on student performance, a multilevel analysis was necessary to explain each variance of students, teachers, and schools. Through multilevel analyses (or three-level hierarchical linear modeling (HLM)), I confirmed that student background or ability was the strongest predictor of student achievement as many previous studies have found. The results showed that student achievement significantly differed by students' background or ability even when they have the same reading teachers. However, HLM results also showed that teacher's and school's effects on student achievement were not negligible based on their proportions of variances. It implied that student achievement could be differentiated by teacher's quality or school's conditions. Among variables regarding teacher qualifications, the fully-certified teacher variable was a solely significant and positive factor of student achievement in middle schools. That is, students who had fully-certified teachers were more likely to achieve higher test scores than those who had under-certified and alternatively certified teachers after controlling all variables. However, in elementary schools that had 95 percent of fully-certified teachers did not show the significant differences of student achievement by teacher's qualifications. The years of teaching experience and teacher educational attainment was not significant factors to explain student performance. Among school-level predictors, campus accountability ranking was a positively significant factor to predict student achievement in both elementary schools and middle schools. The percentage of economically disadvantaged students in campus was negatively associated with student achievement in middle schools. Since the study focused on reading achievement, the effect of teacher's quality on the achievement of LEP students was particularly concerning. To address research questions, an interaction effect between teacher certification status and the achievement of LEP students was added on the three-level model. Results from the analysis showed that after accounting all variables LEP students who had fully-certified teachers achieved 0.1 scores higher on the TAKS reading test in the middle schools. Considering that LEP students typically achieved lower than their peers, the results implied that fully-certified teachers mitigate the effect of LEP on TAKS reading. The finding showed a positive effect of fully-certified teachers for students in need and corresponded with previous studies that high quality teachers played a more important role for socially and economically disadvantaged students. To sum up, this study found that teacher quality is a significant factor to predict student achievement, yet highly qualified teachers are unequally distributed across an urban school district. Socially and economically disadvantaged students were less likely to be taught by fully-certified teachers and were more likely to be taught by alternatively certified teachers. Furthermore, their achievement was significantly lower than their peers who were taught by highly qualified teachers. These aspects were more noticeable in middle schools.
Author: Tom Corcoran
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 188
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Book Description
This document on the working conditions of urban teachers reports data from a survey of 31 elementary, middle, and secondary schools in five urban school districts. More than 400 interviews were conducted with teachers, school administrators, central office personnel, district officials, board members, and union officials. The observations, interviews, and analyses confirm that, in most of these schools, the working conditions of teachers are bleak and would not be tolerated in other professions. Among the findings are the following: (1) physical conditions are sub-standard because of a lack of maintenance, repair, and space; (2) safety is not a serious problem to teachers, except in very depressed neighborhoods; (3) teachers do not have even the basic resources needed, let alone access to new technologies; (4) teachers consider hiring more personnel to address the personal problems of students a higher priority than hiring more teachers to reduce class size; (5) teachers generally understand the cultural gulf between them and their students but are unable to deal with what they consider aberrant student behavior; (6) teachers perceive that they are losing control over what they teach, primarily because of district-wide testing policies although they are in control of how they teach; and (7) teachers have little confidence in supervision, staff development, or central office leadership. Characteristics of good working conditions are identified. Tables illustrate the data. Appendices compare these findings with those of other studies, provide a list of about 100 references, describe the methodology, and compare school effects. (BJV)
Author: Theodore Caleris
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 185
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Book Description
Abstract: One of the major questions that both urban and non-urban public school districts are faced with is the relationship between the predictors of school climate, student behavior, staff perceptions and the influence these variables have on school climate. School districts are under public scrutiny to produce positive achievement results for all students. Much research suggests that schools that are considered urban are generally considered unsafe, unproductive and unable to produce students that are competitive in a 21st century global economy. In the major urban centers, student populations are decreasing, flooding the first-ring school districts. First-ring school districts are the individual school districts that immediately border major urban school centers. What are left in the major urban districts are families that are unable to improve their situation and move out of the school districts that are generally considered a failure. One area that has been generally targeted as a method to improve student achievement is the area of school climate. Various programs in the public school setting have been instituted to positively influence school climate. Inside the school setting, there are diverse variables that can affect the efficient running of a school building: school climate, student population, discipline occurrences in a school, specific positive behavior support programs (PBS), at risk behavior intervention programs for students, academic intervention programs, staff morale and standardized testing results for a specific school district. These predictors, along with individual human development and behavior, influence school climate. It is essential to understand how these characteristics can impact school climate in an urban and non-urban setting; what policies or procedures can positively impact climate at the building level; and how can these factors can influence staff perceptions towards student achievement. Educators have yet to determine the exact interplay of the factors that predict school climate and their influence upon student achievement. Among other variables, the topic of school climate has had profound implications upon staff retention, school discipline and student academic achievement. The purpose of this study is to assess the impact of positive behavior supports on school climate, specifically in relation to teacher perceptions and feelings towards positive behavior support programming; to identify the awareness of specific positive behavior supports used within a school setting; to determine the impact of these supports on school climate by measuring teacher attitude and perception about student achievement; and ultimately, to determine is there a statistical significance in staff perception of school climate elative to the school setting of an urban and non-urban school. Two-hundred and six educators were surveyed from four school district in Northeast and Northwest Ohio. Results demonstrated that working in a urban setting or non-urban setting was statistically significant in terms of the impact on teacher attitude, collegiality, achievement perceptions and awareness with regards to the tested factors that influence school climate. It was found that there were statistically significant differences between teachers working in either an urban or a non-urban setting in relation to teacher attitude, collegiality, achievement perceptions and awareness, as related to school climate. However, the effect sizes were low demonstrating that the differences were not large enough to be of a practical concern.
Author: Andrea J. Stairs
Publisher: Information Age Pub Incorporated
ISBN: 9781607524014
Category : Education
Languages : en
Pages : 211
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Book Description
This book presents a range of evidence-based analyses focused on the role of contextual factors on urban teacher learning. Part I introduces the reader to the conceptual and empirical literature on urban teacher learning. Part II shares eight research studies that examine how, what, and why urban teachers learn in the form of rich longitudinal studies. Part III analyzes the ways federal, state, and local policies affect urban teacher learning and highlights the synergistic relationship between urban teacher learning and context. What makes this collection powerful is not only that it moves research front and center in discussions of urban teacher learning, but also that it recognizes the importance of learning over time and the way urban schools' contexts and conditions enable and constrain teacher learning. ENDORSEMENTS: This unusual book helps meet the need for more-and better-research about how teachers learn to teach in urban schools and what makes them stay. The book combines trenchant analysis of the current research literature with a rich collection of wisely-selected new longitudinal studies. Researchers, teacher educators, policymakers, and teachers themselves will find the book's insights about teacher preparation, urban school contexts, and teacher learning compelling. - Dr. Marilyn Cochran-Smith, Boston College As an active practitioner in an urban setting, recruiting and retaining outstanding teachers for urban schools is critical to student achievement. Stairs and Donnell's collection exploring the state of affairs of urban teacher learning is a springboard for further research on the importance of investing in urban teaching and learning. Urban teachers must not only teach content but navigate around complex social conditions when working with diverse student populations. Stairs and Donnell's multiple lens approach will assist teacher preparation programs specifically interested in research-based best practices of urban teaching, thus improving teacher quality. - Dr. Jacqueline E. Ash, Nathanael Greene Elementary School
Author: Tequilla Andrea Banks
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Policy shifts over the last decade have resulted in an increased focus on teacher effectiveness as a key lever for increasing student academic outcomes. As a result, districts and states began overhauling their teacher evaluation systems to more accurately assess the performance of teachers. Many of these models included multiple measures that when combined, are believed to more accurately measure a teacher’s individual effectiveness. Because these models are being used to make human capital decisions, it is imperative that the models be examined for both their efficacy and lack of bias. Ultimately, this study examined two overarching themes: whether the teacher evaluation model utilized in one large urban district provides an accurate assessment of teacher quality and whether school and teacher characteristics are predictive of educator evaluation ratings. Essentially, the study was conducted to determine whether the teacher evaluation system being examined, accurately assesses the performance of all teachers despite their race and the unique characteristics of the schools where they serve. The data revealed that relationships existed between the three primary components of the teacher evaluation system being examined: classroom observations, student perceptions, and value-added, or growth scores, indicating that it was in fact an accurate method for assessing teacher performance. However, the study revealed relationships between the components of the model and characteristics of teachers and schools. School culture and poverty concentration were linked to teacher performance ratings. Results also showed that certain demographics, such as teacher race and school poverty concentration were in fact predictive of effectiveness ratings. The study found that some teacher and school characteristics did predict teacher performance. Implications resulting from the study should lead district leaders to consider how evaluation scores are interpreted for certain races of teachers, particularly when these teachers are serving in more challenging school environments (across-school variance) and serving at-risk populations of students (within-school variance). Additional analyses should be conducted to further investigate the unmitigated effects of these variables in influencing a teacher’s performance.
Author: Nathan Burroughs
Publisher: Springer
ISBN: 303016151X
Category : Education
Languages : en
Pages : 222
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Book Description
This open access book examines the interrelationship of national policy, teacher effectiveness, and student outcomes with a specific emphasis on educational equity. Using data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) conducted between 1995 and 2015, it investigates grade four and grade eight data to assess trends in key teacher characteristics (experience, education, preparedness, and professional development) and teacher behaviors (instructional time and instructional content), and how these relate to student outcomes. Taking advantage of national curriculum data collected by TIMSS to assess changes in curricular strategy across countries and how these may be related to changes in teacher and student factors, the study focuses on the distributional impact of curriculum and instruction on students, paying particular attention to overall inequalities and variations in socioeconomic status at the student and country level, and how such factors have altered over time. Multiple methods, including regression and fixed effects analyses, and structural equation modelling, establish the evolution of these associations over time.
