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Teacher qualifications, instructional practices, and reading and mathematics gains of kindergartners: research and development report
U.S. Government
Paperback. Books LLC, Reference Series 2011-10-03.
ISBN 9781234362515
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Publisher description
Original publisher: [Washington, D.C.] : United States Dept. of Education, National Center for Education Statistics, [2006] OCLC Number: (OCoLC)70081942 Subject: Educational evaluation -- United States. Excerpt: ... 1. Introduction There is increasing interest among educators, policymakers, and researchers in understanding the factors that may make some teachers more effective than others. The current focus on educational accountability at the local, state, and national levels underscores the importance of understanding these factors. Only a limited body of research exists that links specific qualifications of teachers to student achievement. The evidence that teachers with credentials promote student achievement more effectively than those without credentials is somewhat tenuous and mixed ( Fetler 1999; Goldhaber and Brewer 2000 ). Some research finds small relationships between teachers ' subject-matter expertise and the achievement of their students ( Goldhaber and Brewer 2000; Monk 1994 ). One of the primary reasons for the lack of a large body of definitive research on the topic of teacher effectiveness is the paucity of data that link student test scores to the characteristics of their teachers. Furthermore, although scholars and policymakers agree that children's early school and family experiences are pivotal, relatively little research exists on the effects of teachers on the educational outcomes of young children. This study aims to fill a gap in the existing body of research on relationships linking teacher qualifications and teaching practices to the achievement of young children through an analysis of data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998 - 99 ( ECLS-K ). These data were collected by the National Center for Education Statistics ( NCES ), within the U.S. Department of Education's Institute of Education Sciences, from a nationally representative sample of the nation's 1998 - 99 kindergarten class. Students were
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Teacher qualifications, instructional practices, and reading and mathematics gains of kindergartners: research and development report
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