Identifying Effective Classroom Practices Using Student Achievement Data
AbstractResearch 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.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
As the access to this document is restricted, you may want to look for a different version under "Related research" (further below) or search for a different version of it.
Bibliographic InfoArticle provided by University of Wisconsin Press in its journal Journal of Human Resources.
Volume (Year): 46 (2011)
Issue (Month): 3 ()
Contact details of provider:
Web page: http://jhr.uwpress.org/
You can help add them by filling out this form.
CitEc Project, subscribe to its RSS feed for this item.
- Marc van der Steeg & Sander Gerritsen, 2013. "Teacher evaluations and pupil achievement: Evidence from classroom observations," CPB Discussion Paper 230, CPB Netherlands Bureau for Economic Policy Analysis.
- Antecol, Heather & Eren, Ozkan & Ozbeklik, Serkan, 2012. "The Effect of Teacher Gender on Student Achievement in Primary School: Evidence from a Randomized Experiment," IZA Discussion Papers 6453, Institute for the Study of Labor (IZA).
- Antecol, Heather & Eren, Ozkan & Ozbeklik, Serkan, 2013. "Peer Effects in Disadvantaged Primary Schools: Evidence from a Randomized Experiment," IZA Discussion Papers 7694, Institute for the Study of Labor (IZA).
- Elias Walsh & Stephen Lipscomb, 2013. "Classroom Observations from Phase 2 of the Pennsylvania Teacher Evaluation Pilot: Assessing Internal Consistency, Score Variation, and Relationships with Value Added," Mathematica Policy Research Reports 7817, Mathematica Policy Research.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: ().
If references are entirely missing, you can add them using this form.