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How Does Teacher Quality Matter? The Effect of Teacher-Parent Partnership on Early Childhood Performance in Public and Private Schools

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  • Zeyu Xu
  • Charisse Gulosino
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Abstract

This study explores how teacher matters in improving early childhood performance in US kindergartens. We find that it is what teachers do rather than the credentials they hold that matters. Different from previous research on the effect of teacher quality on student achievement, this paper first rejected the common practice of using teacher credentials, such as degree levels and certificate status, to measure teacher quality in the context of early childhood education. Based on the 'overlapping spheres' framework, this study then examines the behavioural aspects of teachers; specifically, we focus on teacher's role in establishing and maintaining a good teacher-parent relationship. Our findings suggest that teacher-parent interaction is a positive determinant of student performance. The behavioural aspects of teaching appear to shape the transformation from a mere 'qualified' teacher into a 'quality' teacher, and should receive more attention in future studies on teacher quality.

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Bibliographic Info

Article provided by Taylor & Francis Journals in its journal Education Economics.

Volume (Year): 14 (2006)
Issue (Month): 3 ()
Pages: 345-367

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Handle: RePEc:taf:edecon:v:14:y:2006:i:3:p:345-367

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Related research

Keywords: Teacher qualification; early childhood achievement; teacher-parent partnership;

References

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  1. Hanushek, Eric A, 1986. "The Economics of Schooling: Production and Efficiency in Public Schools," Journal of Economic Literature, American Economic Association, vol. 24(3), pages 1141-77, September.
  2. Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 1998. "Teachers, Schools, and Academic Achievement," NBER Working Papers 6691, National Bureau of Economic Research, Inc.
  3. Hanushek, Eric A, 1992. "The Trade-Off between Child Quantity and Quality," Journal of Political Economy, University of Chicago Press, vol. 100(1), pages 84-117, February.
  4. Tsang, Mun C. & Levin, Henry M., 1985. "The economics of overeducation," Economics of Education Review, Elsevier, vol. 4(2), pages 93-104, April.
  5. Heckman, James, 2013. "Sample selection bias as a specification error," Applied Econometrics, Publishing House "SINERGIA PRESS", vol. 31(3), pages 129-137.
  6. Hanushek, Eric, 1971. "Teacher Characteristics and Gains in Student Achievement: Estimation Using Micro Data," American Economic Review, American Economic Association, vol. 61(2), pages 280-88, May.
  7. Hanushek, E.A.omson, W., 1996. "Assessing the Effects of School Resources on Student Performance : An Update," RCER Working Papers 424, University of Rochester - Center for Economic Research (RCER).
  8. Strauss, Robert P. & Sawyer, Elizabeth A., 1986. "Some new evidence on teacher and student competencies," Economics of Education Review, Elsevier, vol. 5(1), pages 41-48, February.
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