Impact of Teachers Quality on High School Student's Performance in Mathematics
Başlık:
Impact of Teachers Quality on High School Student's Performance in Mathematics
Yazar:
Locklear, Rayshawn, author.
ISBN:
9780355984149
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (69 pages)
Genel Not:
Source: Masters Abstracts International, Volume: 57-06M(E).
Advisors: Seongtae Kim Committee members: Gregory Gibson; Nick Luke; Quoqing Tang; Giles A. Warrack.
Özet:
BACKGROUND: American teachers are evaluated based on district-specific standards in efforts to provide students a quality and diverse education. Evaluating teachers is professional acts to possibly strengthen the profession and student performance levels. Student performance critically depends on teacher qualities such as content knowledge, years of experience and certification. Teacher quality is generally measured by various types of factors including classroom observation, student performance, lesson plans and school engagement. The impact of teacher quality on student performance has been less paid attention compared to student and parental factors where the majority research on teacher quality has focused on the elementary school education.
OBJECTIVE: This study aims to investigate the impact of teacher quality on high school student performance measured by standardized test scores of mathematics, and its disproportionality on student race.
METHODS: This study modeled the relationship between teacher quality and student performance adjusted for student demographic and socioeconomic covariates using multiple linear regression. The teacher quality variables include certification level, years of experience, highest degree obtained, race and gender. The student and parental covariates include race, gender, poverty threshold, standardized mathematics test score and dual language. This study utilized the baseline data in the High School Longitudinal Study of 2009 (HSLS: 09) collected by the National Center for Education Statistics.
RESULTS: After carefully examining inclusion and exclusion criteria, the analytical results of multiple linear regression were reported based on 7,087 student records. Although teacher quality factors' effect sizes are smaller than student and parent-level factors, several teacher level factors were identified. Among teacher quality factors which statistically significant impact on student performance at the significance level of 0.05, the regular high school certification have at least 0.96 points higher score compared to other types of certification, the Master's degree increased 0.5 points compared to the bachelor's degree, the female teachers increased approximately 0.5 points, and the years of experience in high school mathematics teaching have a positive relation with the student test score.
CONCLUSION: This study identified significant teacher quality factors that contribute to high school student performance in mathematics, which include the types of certification, the education level, sex, and the number of years in high school mathematics teaching experience. Our results imply that student performance is affected by teacher quality factors in addition to student demographic and socioeconomic factors such as student gender, parent education and poverty status. Our finding could help policy makers and administrators to reevaluate teacher quality standards. Future studies could additionally consider school level factors and student behavioral factor with emphasis on minority students.
Notlar:
School code: 1544
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Yer Numarası | Demirbaş Numarası | Shelf Location | Lokasyon / Statüsü / İade Tarihi |
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XX(689858.1) | 689858-1001 | Proquest E-Tez Koleksiyonu | Arıyor... |
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