NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: ED563054
Record Type: Non-Journal
Publication Date: 2013
Pages: 13
Abstractor: ERIC
Reference Count: 12
ISBN: N/A
ISSN: N/A
Do Highly Qualified Teachers Use More Effective Instructional Practices than Other Teachers: The Mediating Effect of Instructional Practices
Park, So Jung
Society for Research on Educational Effectiveness
In 2002, the No Child Left Behind Act (NCLB) called for "highly qualified" teachers in every classroom in order to increase student outcome and provide equitable learning opportunities to all students including poor and minority students. content and pedagogical knowledge before they come into the classrooms. However, research evidence suggests that the relationship between teachers' background characteristics and student achievement is still tenuous and mixed (Darling-Hammond and Youngs, 2002). Moreover, it is hard to interpret these mixed results because the mechanism by which teacher qualifications influence student achievement remains unknown. In spite of much research on the relationship between instructional practices and student outcome, not many of them consider instructional practices as a mediator between teacher background characteristics and student achievement. Using structural equation modeling (SEM) and the National Center for Educational Statistics's Early Childhood Longitudinal Study-Kindergarten Cohort of 1998-1999 (ECLS-K), the author examined direct and indirect effects of teacher background characteristics on student achievement. Indirect effect is used to describe the teacher's effects on student achievement mediated by various instructional practices. Assuming that teachers acquire the content and pedagogical knowledge from prior educational or teaching experiences, the indirect effect can show how the "knowledge" of what to teach and how to teach is connected to the "practices" of what to teach and how to teach. With this approach, the total effects of teacher quality on student achievement would be substantially less obscure. Three tables and one figure are appended.
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey