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ERIC Number: EJ944358
Record Type: Journal
Publication Date: 2011
Pages: 27
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-0022-166X
Identifying Effective Classroom Practices Using Student Achievement Data
Kane, Thomas J.; Taylor, Eric S.; Tyler, John H.; Wooten, Amy L.
Journal of Human Resources, v46 n3 p587-613 Sum 2011
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. (Contains 15 footnotes and 7 tables.)
University of Wisconsin Press. 1930 Monroe Street, Madison, WI 53711-2059. Tel: 608-263-0668; Fax: 608-263-1173; e-mail: journals@uwpress.wisc.edu; Web site: http://www.wisc.edu/wisconsinpress/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio