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Teacher Characteristics and Student Achievements in TIMSS. Findings Gained from Applying the "First-Difference" Method to TIMSS-2007 Data

Author

Listed:
  • Tatiana Khavenson

    () (National Research University Higher School of Economics, The International Laboratory for Educational Policy Research)

  • Yulia Tyumeneva

    () (National Research University Higher School of Economics, The International Laboratory for Educational Policy Research)

Abstract

The advantage of Trends in International Mathematics and Science Study is that not only does it perform a direct cognitive assessment of students concerning these students' teachers, but also their education, work experience and the instructional strategies used in their classes. In order to estimate teachers’ characteristics effects on a student’s achievements and overcome the limits of the TIMSS' correlational design, we have employed the first-difference method. Teachers’ characteristics effects have also been measured with the usual regression method. The effects discovered varied from one subject field to another, and there has been a difference between the results gained by using the firstdifference method and OLS regression analysis model. The first-difference method has revealed a negative effect of reproductive tasks and group work in math class, whereas comprehension tasks and tasks for developing meta-cognitive skills have shown a positive effect. On the contrary, reproductive tasks for science classes have had a positive effect while comprehension tasks and tasks for developing meta-cognitive skills have had either none or negative effects. Apart from this, a teacher's experience has had a significant effect on natural science subjects as opposed to mathematics. The possible interpretations of these results are discussed in this paper.

Suggested Citation

  • Tatiana Khavenson & Yulia Tyumeneva, 2012. "Teacher Characteristics and Student Achievements in TIMSS. Findings Gained from Applying the "First-Difference" Method to TIMSS-2007 Data," HSE Working papers WP BRP 06/EDU/2012, National Research University Higher School of Economics.
    • Handle: RePEc:hig:wpaper:06edu2012
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    File URL: http://www.hse.ru/data/2012/05/23/1253964603/06EDU2012.pdf
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    References listed on IDEAS

    as
    1. Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005. "Teachers, Schools, and Academic Achievement," Econometrica, Econometric Society, vol. 73(2), pages 417-458, March.
    2. Sol. Sinclair, 1960. "Discussion," Canadian Journal of Agricultural Economics/Revue canadienne d'agroeconomie, Canadian Agricultural Economics Society/Societe canadienne d'agroeconomie, vol. 8(1), pages 82-85, March.
    3. Torberg Falch & Marte Rønning, 2011. "Homework assignment and student achievement in OECD countries," Working Paper Series 11411, Department of Economics, Norwegian University of Science and Technology.
    4. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2006. "Teacher-Student Matching and the Assessment of Teacher Effectiveness," Journal of Human Resources, University of Wisconsin Press, vol. 41(4).
    5. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2010. "Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects," Journal of Human Resources, University of Wisconsin Press, vol. 45(3).
    Full references (including those not matched with items on IDEAS)

    More about this item

    Keywords

    teacher’s characteristics; student achievement; teaching practices; TIMSS; fixed effects regression; OLS regression; first difference estimators; quasi-experimental design.;

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • C21 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Cross-Sectional Models; Spatial Models; Treatment Effect Models

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