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425
Teachers, schools and academic achievement
- Econometrica
, 2005
"... This paper disentangles the impact of schools and teachers in influencing achievement with special attention given to the potential problems of omitted or mismeasured variables and of student and school selection. Unique matched panel data from the UTD Texas Schools Project permit the identification ..."
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Cited by 249 (7 self)
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This paper disentangles the impact of schools and teachers in influencing achievement with special attention given to the potential problems of omitted or mismeasured variables and of student and school selection. Unique matched panel data from the UTD Texas Schools Project permit the identification of teacher quality based on student performance along with the impact of specific, measured components of teachers and schools. Semiparametric lower bound estimates of the variance in teacher quality based entirely on within-school heterogeneity indicate that teachers have powerful effects on reading and mathematics achievement, though little of the variation in teacher quality is explained by observable characteristics such as education or experience. The results suggest that the effects of a costly ten student reduction in class size are smaller than the benefit of moving one standard deviation up the teacher quality distribution, highlighting the importance of teacher effectiveness in the determination of school quality.
The pro-social classroom: Teacher social and emotional competence in relation to student and classroom outcomes
- Review of Educational Research. [Internet] March 2009 [cited 2014 November 23], Vol.79, No.1
"... The authors propose a model of the prosocial classroom that highlights the importance of teachers ’ social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher–student relationships, effective classroom management, and successful social and emotional ..."
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Cited by 70 (3 self)
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The authors propose a model of the prosocial classroom that highlights the importance of teachers ’ social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher–student relationships, effective classroom management, and successful social and emotional learning program implementation. This model proposes that these factors contribute to creating a classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students. Furthermore, this article reviews current research suggesting a relationship between SEC and teacher burnout and reviews intervention efforts to support teachers ’ SEC through stress reduction and mindfulness programs. Finally, the authors propose a research agenda to address the potential efficacy of intervention strategies designed to promote teacher SEC and improved learn-ing outcomes for students.
Special Education Teacher Retention and Attrition: A Critical Analysis of the Literature Prepared for the Center on Personnel Studies in Special Education
, 2003
"... COPSSE research is focused on the preparation of special education professionals and its impact on beginning teacher quality and student outcomes. Our research is intended to inform scholars and policymakers about advantages and disadvantages of preparation alternatives and the effective use of publ ..."
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Cited by 70 (2 self)
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COPSSE research is focused on the preparation of special education professionals and its impact on beginning teacher quality and student outcomes. Our research is intended to inform scholars and policymakers about advantages and disadvantages of preparation alternatives and the effective use of public funds in addressing personnel shortages. In addition to our authors and reviewers, many individuals and organizations have contributed substantially to our efforts, including Drs. Erling Boe of the University of Pennsylvania and Elaine Carlson of WESTAT. We also have benefited greatly from collaboration with the National Clearinghouse for the Professions in Special Education, the Policymakers Partnership, and their
The influence of school administrators on teacher retention decisions
- American Educational Research Journal
, 2011
"... Education Sciences, U.S. Department of Education. The views expressed are solely those of the authors and may not reflect those of the funders or institutions. Any errors are attributable to the authors. CALDER working papers have not gone through final formal review and should be cited as working p ..."
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Cited by 45 (5 self)
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Education Sciences, U.S. Department of Education. The views expressed are solely those of the authors and may not reflect those of the funders or institutions. Any errors are attributable to the authors. CALDER working papers have not gone through final formal review and should be cited as working papers. They are intended to encourage discussion and suggestions for revision before final
Why do high-poverty schools have difficulty staffing their classrooms with qualified teachers
, 2004
"... The failure to ensure that the nation’s classrooms, especially those in disadvantaged schools, are all staffed with qualified teachers is one of the most important problems in contemporary American education. The conventional wisdom holds that these problems are primarily due to shortages of teacher ..."
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Cited by 45 (0 self)
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The failure to ensure that the nation’s classrooms, especially those in disadvantaged schools, are all staffed with qualified teachers is one of the most important problems in contemporary American education. The conventional wisdom holds that these problems are primarily due to shortages of teachers, which, in turn, are primarily due to recent increases in teacher retirement and student enrollment. Unable to compete for the available supply of adequately trained teachers, poor school districts, especially those in urban areas, the critics hold, end up with large numbers of underqualified teachers. The latter is, in turn, held to be a primary factor in the unequal educational and occupational outcomes of children from poor communities. Understandably, the prevailing policy response to these school staffing problems has been to attempt to increase the supply of teachers. In recent years, a wide range of initiatives has been implemented to recruit new candidates into teaching, especially to disadvantaged settings. This report investigates the possibility that other factors – those tied to the characteristics and conditions of schools – are behind the teacher shortage crisis. Unlike earlier research, this analysis focuses on those kinds of schools deemed most disadvantaged and the most needy – those serving rural and urban, low-income communities. The data utilized in this investigation are from the
The Supply of and Demand for Special Education Teachers: A Review of Research Regarding the Chronic Shortage of Special Education Teachers
- Journal of Special Education
, 2004
"... COPSSE research is focused on the preparation of special education professionals and its impact on beginning teacher quality and student outcomes. Our research is intended to inform scholars and policymakers about advantages and disadvantages of preparation alternatives and the effective use of publ ..."
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Cited by 43 (3 self)
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COPSSE research is focused on the preparation of special education professionals and its impact on beginning teacher quality and student outcomes. Our research is intended to inform scholars and policymakers about advantages and disadvantages of preparation alternatives and the effective use of public funds in addressing personnel shortages. In addition to our authors and reviewers, many individuals and organizations have contributed substantially to our efforts, including Drs. Erling Boe of the University of Pennsylvania and Elaine Carlson of WESTAT. We also have benefited greatly from collaboration with the National
pubs/134 Do Teacher Induction and Mentoring Matter?
"... In recent years there has been a growing interest in support, guidance, and urientatitm programs-eollectively knoum as inductitm-for beginning elementary and secondary teachers during the transition into theirfirst teachingjobs. This study examines whether such supports have a positive effect on the ..."
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Cited by 38 (0 self)
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In recent years there has been a growing interest in support, guidance, and urientatitm programs-eollectively knoum as inductitm-for beginning elementary and secondary teachers during the transition into theirfirst teachingjobs. This study examines whether such supports have a positive effect on the Tl!tentitm ofbeginning teachers. The study alsofocuses on different types and components ofinduction, including mentoring programs, collective' group activities, and the provisitm ofextra Tl!Sources and reduced workloads. The Tl!Sults indicate that beginning teachers who were provided with multiple supports, were less likely to move to other schools and less likely to leave the teaching occupatitm altogCther after theirfirst year. Some forms ofassistance and support, however, did not appear to inCTl!ase beginners ' retention. In recent years there has been a growing interest in support, guidance IIand orientation programs-collectively known as induction-for beginning elementary and secondary teachers during the transition into their first teachingjobs. Historically, the teaching occupation has not had the kind of
Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level
, 2007
"... Goal structures reflect the motivational beliefs promoted by the prevailing instructional policies and procedures within an academic setting. Teachers ’ sense of efficacy refers to individuals ’ judgments or beliefs regarding their ability to accomplish critical instructional tasks. The relation bet ..."
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Cited by 27 (0 self)
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Goal structures reflect the motivational beliefs promoted by the prevailing instructional policies and procedures within an academic setting. Teachers ’ sense of efficacy refers to individuals ’ judgments or beliefs regarding their ability to accomplish critical instructional tasks. The relation between these constructs and differences on the basis of teaching experience and academic level were investigated. Teachers (N 1,024) completed a self-report instrument via the Internet. Results indicated that teachers’ sense of efficacy could be used to explain the classroom mastery goal structure they reported. Also, some aspects of teachers ’ sense of efficacy were greater for those with more teaching experience, whereas differences in goal structures were associated with academic level. Findings are discussed with regard to their implications for both theory and teacher training.
How does the quality and stability of the teaching force influence the research-to-practice gap
- Remedial and Special Education
, 2008
"... Although effective practices have been developed to address the needs of a wide range of students with disabilities, evidence suggests a limited use of these practices. Potential contributors to the research-to-practice gap focus on problems with pre-service teacher preparation, professional develop ..."
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Cited by 25 (0 self)
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Although effective practices have been developed to address the needs of a wide range of students with disabilities, evidence suggests a limited use of these practices. Potential contributors to the research-to-practice gap focus on problems with pre-service teacher preparation, professional development, and the nature of research. The authors present evidence that the lack of well-qualified special education teachers, the instability of special education teachers in teaching positions (i.e., attrition and migration), and inadequate work conditions contribute to the research-to-practice gap. They also address the need for comprehensive, coordinated, and sustained efforts to reduce the teacher shortage and improve the likelihood that special educators have the work conditions needed to use effective practices.
