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ERIC Number: ED491190
Record Type: Non-Journal
Publication Date: 2006-Mar
Reference Count: 41
Teacher Qualifications, Instructional Practices, and Reading and Mathematics Gains of Kindergartners. Research and Development Report. NCES 2006-031
Guarino, Cassandra M.; Hamilton, Laura S.; Lockwood, J. R.; Rathbun, Amy H.
National Center for Education Statistics
In this study, data from ECLS-K are used to estimate the degree to which specific aspects of teacher training--the teaching credential and coursework in pedagogy--and teaching experience are associated with student achievement. In addition, the study identifies the teacher-reported instructional practices associated with student achievement gains and examines the types of training that are related to the use of these practices. Specifically, the study addresses the following research questions: (1) To what extent are kindergarten teachers' qualifications and instructional practices associated with gains in reading and mathematics of their students over the course of the kindergarten year? and (2) How are the instructional practices of kindergarten teachers related to their qualifications? (Contains 22 tables. Appended are: (1) ECLS-K Direct Cognitive Assessment Measures; (2) Methodology Used in the Development of the Instructional Practice Scales; (3) Methodology Used in the Regression Analyses; (4) Sample Statistics for Variables Used in Analyses; and (5) Standard Errors From Regression Models. (Contains 22 tables.)
Descriptors: Teacher Qualifications, Teacher Characteristics, Teaching Methods, Young Children, Reading Achievement, Mathematics Achievement, Kindergarten, Teacher Attitudes, Achievement Gains, Teaching Experience, Teacher Education, Preschool Teachers
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.edpubs.org.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Kindergarten
Authoring Institution: RAND Corp., Arlington, VA.; Education Statistics Services Inst., Washington, DC.; National Center for Education Statistics (ED), Washington, DC.
IES Funded: Yes
IES Cited: ED531483; ED565643
IES Publication: http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=2006031