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Nye Barbara, Konstantopoulos Spyros & Hedges Larry V. (2044). « How Large Are Teacher Effects? ». Educational Evaluation and Policy Analysis, vol. 6, n° 3, p. 237–257. En ligne : <http://www.iza.org/en/p ... nstantopoulos161203.pdf>.
Added by: Feyfant Annie (25 Jul 2011 13:32:17 Europe/Paris) |
| Resource type: Journal Article BibTeX citation key: Nye2044  |
Categories: General Subcategories: Pratiques enseignantes, Pratiques enseignantes Keywords: efficacité, enseignant, pratique pédagogique Creators: Hedges, Konstantopoulos, Nye Collection: Educational Evaluation and Policy Analysis |
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Views index: 19% Popularity index: 4.75% |
| URLs http://www.iza.org ... topoulos161203.pdf |
| Abstract |
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"It is widelv accepted that teachers differ in their effectiveness, yet the empirical evidence regarding teacher effectiveness is weak. The existing evidence is mainly drawn from econometric studies that use covariates to attempt to controlfbr selec tion effects that might bias results. We use data from a four-year experiment in which teachers and students were randomly assigned to classes to estimate teacher effects on student achievement. Teacher effects are estimated as between-teacher (but withinschool) variance components of achievement status and residualized achievement gains. Our estimates of teacher effects on achievement gains are similar in magnitude to those of'previous econometric studies, but we find larger effects on mathematics achievement than on reading achievement. The estimated relation of teacher experience with student achievement gains is substantial, but is statistically significant only,for 2nd-grade reading and 3rd-grade mathematics achievement. We also ,find much larger teacher effect variance in low socioeconomic status (SES) schools than in high SES schools." Added by: Feyfant Annie |