Teacher Effectiveness in First Grade: The Importance of Background Qualifications, Attitudes, and Instructional Practices for Student Learning

@article{citeulike:2890715, abstract = {This study uses Early Childhood Longitudinal Study data to investigate the importance of three general aspects of teacher effects--teacher background qualifications, attitudes, and instructional practices--to reading and math achievement gains in first grade. The results indicate that compared with instructional practices, background qualifications have less robust associations with achievement gains. These findings suggest that the No Child Left Behind Act's "highly qualified teacher" provision, which screens teachers on the basis of their background qualifications, is insufficient for ensuring that classrooms are led by teachers who are effective in raising student achievement. To meet that objective, educational policy needs to be directed toward improving aspects of teaching, such as instructional practices and teacher attitudes. 10.3102/0162373708317680}, author = {Palardy, Gregory J. and Rumberger, Russell W. }, citeulike-article-id = {2890715}, doi = {10.3102/0162373708317680}, journal = {EDUCATIONAL EVALUATION AND POLICY ANALYSIS}, keywords = {lehrerforschung, lehrerverhalten, lehrerwirksamkeit, schuelerleistung, unterrichtsforschung}, month = {June}, number = {2}, pages = {111--140}, posted-at = {2008-06-13 08:42:59}, priority = {2}, title = {Teacher Effectiveness in First Grade: The Importance of Background Qualifications, Attitudes, and Instructional Practices for Student Learning}, url = {http://dx.doi.org/10.3102/0162373708317680}, volume = {30}, year = {2008} }

TY - JOUR ID - citeulike:2890715 L3 - citeulike-article-id:2890715 TI - Teacher Effectiveness in First Grade: The Importance of Background Qualifications, Attitudes, and Instructional Practices for Student Learning JF - EDUCATIONAL EVALUATION AND POLICY ANALYSIS VL - 30 IS - 2 SP - 111 EP - 140 N2 - This study uses Early Childhood Longitudinal Study data to investigate the importance of three general aspects of teacher effects--teacher background qualifications, attitudes, and instructional practices--to reading and math achievement gains in first grade. The results indicate that compared with instructional practices, background qualifications have less robust associations with achievement gains. These findings suggest that the No Child Left Behind Act's "highly qualified teacher" provision, which screens teachers on the basis of their background qualifications, is insufficient for ensuring that classrooms are led by teachers who are effective in raising student achievement. To meet that objective, educational policy needs to be directed toward improving aspects of teaching, such as instructional practices and teacher attitudes. 10.3102/0162373708317680 KW - lehrerforschung KW - lehrerverhalten KW - lehrerwirksamkeit KW - schuelerleistung KW - unterrichtsforschung AU - Palardy, Gregory AU - Rumberger, Russell PY - 2008/06/01/ UR - http://dx.doi.org/10.3102/0162373708317680 ER -