Student Perceptions, I. Q. and Achievement

Link, Charles R.; Ratledge, Edward C.

doi:10.2307/145540

Cited by 19 publications

(14 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Most of the teachers in the sample could be considered highly qualified (93%) compared to the national average in 2004-2005 which stood at 75% (Birman et al 2007). Our findings echo much of the previous research on certification status, educational attainment, and student reading achievement (e.g., Croninger et al 2007;Goldhaber and Brewer 1998;Hanushek 1986Hanushek , 1992Kane et al 2006;Link and Ratledge 1979;Nye et al 2004;Rivkin et al 2005;Summers and Wolfe 1977) …”

Section: No Detectable Differences With Licensing Status and Educatiosupporting

confidence: 89%

“…Other studies that controlled for students' prior achievement, noted no significant results for teacher experience (e.g., Croninger et al 2007;Link and Ratledge 1979;Summers and Wolfe 1977). Summers and Wolfe's (1977) research found that while on average, teacher experience was unimportant, students above grade level benefited from teachers with more experience and students below grade level were negatively affected.…”

Section: Teacher Experiencementioning

confidence: 96%

“…In addition to including the commonly used proxy measures of teacher "quality" (i.e., certification, education, and experience), we used a teacher's years of experience at a particular grade level as a key independent variable. Overall teaching experience has been investigated in several studies (e.g., Croninger et al 2007;Link and Ratledge 1979;Murnane and Phillips 1981;Summers and Wolfe 1977) but a more specific measure of experience has important policy implications (Kane et al 2006). While conceptually, teacher experience should differ depending on the students and subject taught (e.g., teaching high school students is different from elementary school students, teaching math is different from teaching reading), studies and surveys have not effectively differentiated between the different types of teaching experience.…”

Section: Research Questionsmentioning

confidence: 99%

“…Prior achievement tended to have the highest association with the dependent variable (e.g., Croninger et al 2007;Link and Ratledge 1979;Muijs and Reynolds 2003;Nye et al 2004;Palardy and Rumberger 2008).…”

Section: Analytic Strategymentioning

confidence: 99%

See 3 more Smart Citations

Is experience the best teacher? A multilevel analysis of teacher characteristics and student achievement in low performing schools

Huang

Moon

2009

Educ Asse Eval Acc

View full text Add to dashboard Cite

The study investigated several teacher characteristics, with a focus on two measures of teaching experience, and their association with second grade student achievement gains in low performing, high poverty schools in a Mid-Atlantic state. Value-added models using three-level hierarchical linear modeling were used to analyze the data from 1,544 students, 154 teachers, and 53 schools. Results indicated that traditional teacher qualification characteristics such as licensing status and educational attainment were not statistically significant in producing student achievement gains. Total years of teaching experience was also not a significant predictor but a more specific measure, years of teaching experience at a particular grade level, was significantly associated with increased student reading achievement. We caution researchers and policymakers when interpreting results from studies that have used only a general measure of teacher experience as effects are possibly underestimated. Policy implications are discussed.

show abstract

Section: No Detectable Differences With Licensing Status and Educatiosupporting

confidence: 89%

Section: Teacher Experiencementioning

confidence: 96%

Section: Research Questionsmentioning

confidence: 99%

Section: Analytic Strategymentioning

confidence: 99%

See 2 more Smart Citations

Is experience the best teacher? A multilevel analysis of teacher characteristics and student achievement in low performing schools

Huang

Moon

2009

Educ Asse Eval Acc

View full text Add to dashboard Cite

show abstract

“…While a clear picture is beginning to emerge regarding the effect of teacher degrees and certification at the elementary level, the evidence at the elementary level remains mixed and inconclusive. The existing evidence of a positive effect of teacher degree level on elementary student achievement is overshadowed by the many studies that find either no discernable effect (Link & Ratledge, 1979;Murnane & Phillips, 1981), or even a negative effect (Eberts & Stone, 1984;Kiesling, 1984;Rowan, Correnti, & Miller, 2002) of teachers" holding master"s degrees on elementary student achievement. While most studies estimating the effect of teacher qualifications have focused on the characteristics of the student"s current teacher, several efforts have been made to understand whether the qualifications of the full school faculty might have a contextual effect on student achievement.…”

Section: Review Of Literaturementioning

confidence: 99%

Impact of Teacher’s Background and Behavior on Students Learning

Abida

Yasmin

Azeem

2011

ijhrs

View full text Add to dashboard Cite

The major purpose of the study was to identify the impact of teacher"s background and teacher"s behavior on students learning. The present study is descriptive in nature. The data were collected from the wide verity of sources. Due to the financial constraint, it was delimited to two districts of Sahiwal division, i.e., Pakpattan and Sahiwal. The population of the study comprised of 4746 teachers, 164876 students and 237 secondary and higher secondary schools in public sector in the division of Sahiwal. The present study aimed to explore the data about the teachers" background and their behavior on students learning. In order to determine these variables, the researcher developed a questionnaire on the five point Likert scale. Supervisor and other educational experts were consulted during the development of instrument before the finalization and validation of questionnaire. Questionnaires were distributed among the students of two districts of Sahiwal division. The instrument of study revised through piloting the items the data were collected by researcher personally and with the help of brothers and friends. The data were analyzed by using SPSS version 16. Finally 850 questionnaires were returned back to the respondents representing the sample of the study. It was survey type study. This is an in-depth study of students learning in English subjects regarding the teacher"s background and teacher"s behavior. The study generated following major findings that majority of teachers follow text books while teaching; ISSN 2162-3058 2011 www.macrothink.org/ijhrs 61 provide information other than text book, they regular and punctual, their style of teaching help the students in learning. These teachers are co-operative with students but they did not ignore the mistakes of their students. However, they care about the emotions of students and give them moral training. Moreover the overall impact of teachers" behavior on students learning was not significant. International Journal of Human Resource Studies

show abstract

Does school matter for educational achievement? a two‐way nested‐error components analysis

Montmarquette

Mahseredjian

1989

J of Applied Econometrics

View full text Add to dashboard Cite

School effectiveness is a much-debated question both at an analytical level and as a policy issue. In this paper we used a two-way nested-error components educational production function model to evaluate the relative importance of latent class and school variables in explaining student school achievement. The analysis is carried out with a sample of Montreal francophone public elementary school students. As for the observable variables, the empirical results suggest that the latent class and school variables are negligible with respect to the latent personal and socioeconomic variables. Related policy issues are discussed in the conclusion.

show abstract

Student Perceptions, I. Q. and Achievement

Cited by 19 publications

References 1 publication

Is experience the best teacher? A multilevel analysis of teacher characteristics and student achievement in low performing schools

Is experience the best teacher? A multilevel analysis of teacher characteristics and student achievement in low performing schools

Impact of Teacher’s Background and Behavior on Students Learning

Does school matter for educational achievement? a two‐way nested‐error components analysis

Contact Info

Product

Resources

About