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Identifying Effective Classroom Practices Using Student Achievement Data

Identifying Effective Classroom Practices Using Student Achievement Data Abstract: Research continues to find large differences in student achievement gains across teachers' classrooms. The variability in teacher effectiveness raises the stakes on identifying effective teachers and teaching practices. This paper combines data from classroom observations of teaching practices and measures of teachers' ability to improve student achievement as one contribution to these questions. We find that observation measures of teaching effectiveness are substantively related to student achievement growth and that some observed teaching practices predict achievement more than other practices. Our results provide information for both individual teacher development efforts, and the design of teacher evaluation systems. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Human Resources University of Wisconsin Press

Identifying Effective Classroom Practices Using Student Achievement Data

Journal of Human Resources , Volume 46 (3) – Apr 4, 2011

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Publisher
University of Wisconsin Press
Copyright
Copyright © University of Wisconsin Press
ISSN
1548-8004
Publisher site
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Abstract

Abstract: Research continues to find large differences in student achievement gains across teachers' classrooms. The variability in teacher effectiveness raises the stakes on identifying effective teachers and teaching practices. This paper combines data from classroom observations of teaching practices and measures of teachers' ability to improve student achievement as one contribution to these questions. We find that observation measures of teaching effectiveness are substantively related to student achievement growth and that some observed teaching practices predict achievement more than other practices. Our results provide information for both individual teacher development efforts, and the design of teacher evaluation systems.

Journal

Journal of Human ResourcesUniversity of Wisconsin Press

Published: Apr 4, 2011

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