Access the full text.
Sign up today, get DeepDyve free for 14 days.
Loading next page...
/lp/university-of-wisconsin-press/identifying-effective-classroom-practices-using-student-achievement-FKdG0Bqkpr
References
References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.
- Publisher
- University of Wisconsin Press
- Copyright
- Copyright © University of Wisconsin Press
- ISSN
- 1548-8004
- Publisher site
- See Article on Publisher Site
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 Resources – University of Wisconsin Press
Published: Apr 4, 2011