Teaching for Excellence and Equity : : Analyzing Teacher Characteristics, Behaviors and Student Outcomes with TIMSS.

• Superior document: IEA Research for Education Series ; v.6
• Author: Burroughs, Nathan.
• TeilnehmendeR: Gardner, Jacqueline.; Lee, Youngjun.; Guo, Siwen.; Touitou, Israel.; Jansen, Kimberly.; Schmidt, William.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2019.; ©2019.
• Year of Publication: 2019
• Edition: 1st ed.
• Language: English
• Series: IEA Research for Education Series
• Physical Description: 1 online resource (222 pages)

Table of Contents

Intro -- Foreword -- Acknowledgments -- Contents -- 1 The Role of International Assessments in Understanding Teacher Quality -- 1.1 Introduction -- 1.2 Linking Teaching Quality to Student Outcomes -- 1.3 Conceptual Framework and Research Questions -- References -- 2 A Review of the Literature on Teacher Effectiveness and Student Outcomes -- 2.1 Defining Teacher Effectiveness -- 2.2 Teacher Experience -- 2.3 Teacher Professional Knowledge -- 2.3.1 Undergraduate Education -- 2.3.2 Graduate Education -- 2.3.3 Certification Status -- 2.3.4 Professional Development -- 2.3.5 Teacher Content Knowledge -- 2.4 Teacher Behaviors and Opportunity to Learn -- 2.5 Conclusion -- References -- 3 Teacher Variables, and Modeling the Relationships Between Teacher Characteristics, Teacher Behaviors, and Student Outcomes -- 3.1 The TIMSS Dataset -- 3.2 Operationalization of Variables -- 3.2.1 Student Gender (Stmale) -- 3.2.2 Student Language (Lang) -- 3.2.3 Student Estimated Number of Books in the Home (Books) -- 3.2.4 Teacher Experience (Exp) -- 3.2.5 Teacher Gender (Tmale) -- 3.2.6 Teacher Feelings of Preparedness (Prepared) -- 3.2.7 Teacher Preparation to Teach Mathematics (Mathprep) -- 3.2.8 Time Spent on Teaching Mathematics (Mathtime) -- 3.2.9 Teacher Curricular Alignment (Alignment) -- 3.3 Methods -- 3.4 Conclusions -- References -- 4 Measuring Teacher Effectiveness Across Time: What Does TIMSS Reveal About Education System Level Trends? -- 4.1 Empirical Approach -- 4.2 Curricular Alignment -- 4.2.1 Grade Four -- 4.2.2 Grade Eight -- 4.3 Teacher Preparation to Teach Mathematics -- 4.3.1 Grade Four -- 4.3.2 Grade Eight -- 4.4 Teacher Time on Mathematics -- 4.4.1 Grade Four -- 4.4.2 Grade Eight -- 4.5 Teacher Preparedness -- 4.5.1 Grade Four -- 4.5.2 Grade Eight -- 4.6 Teacher Experience -- 4.6.1 Grade Four -- 4.6.2 Grade Eight -- 4.7 Teacher Gender.

4.7.1 Grade Four -- 4.7.2 Grade Eight -- 4.8 Student Performance -- 4.8.1 Grade Four -- 4.8.2 Grade Eight -- 4.9 Books in the Home -- 4.10 Student Language -- 4.11 Conclusions -- 5 Teacher Quality and Mean Student Outcomes: A Multi-model Approach -- 5.1 Introduction -- 5.2 Consistency Across Pooled, Multilevel, and Classroom-Means Models -- 5.3 Stability of Estimates Across Time -- 5.4 Fixed Effect Analysis -- 5.5 An Examination of Standard Errors -- 5.6 Discussion -- References -- 6 Relationships Between Instructional Alignment, Time, Instructional Quality, Teacher Quality, and Student Mathematics Achievement -- 6.1 Introduction -- 6.2 Data -- 6.3 Measures -- 6.3.1 Professional Development -- 6.3.2 Teacher Education -- 6.3.3 Preparation to Teach Math -- 6.3.4 Instructional Quality -- 6.3.5 Student-Level Covariates -- 6.4 Analysis -- 6.5 Results -- 6.5.1 Descriptive Statistics -- 6.5.2 Measures of Professional Development, Preparedness to Teach, and Instructional Quality -- 6.5.3 Effect of Teacher Quality and Instructional Quality on Student Mathematics Achievement -- 6.5.4 Effect of Instructional Alignment and Teaching Time on Student Mathematics Achievement -- 6.6 Discussion -- References -- 7 Teacher Effectiveness and Educational Equity -- 7.1 Inequality in Teacher Quality: The Conceptual Terrain -- 7.2 A Comparative Analysis of Inequality in Teacher Effectiveness -- 7.2.1 Inequality as Within-Country Variation I: Descriptives -- 7.2.2 Inequality as Within-Country Variation I: The Influence of Teacher Factors on Student Variation -- 7.2.3 Inequality as Differences Between High- and Low-SES Classrooms -- 7.3 Discussion -- References -- 8 What Does the TIMSS Tell Us About Teacher Effectiveness? -- Reference -- Appendix A: Detailed Country-Level Means for Key Variables.

Appendix B: Detailed Regression Estimates for the Single-level, Multilevel, and Classroom-mean Models.