Teaching for Excellence and Equity : : Analyzing Teacher Characteristics, Behaviors and Student Outcomes with TIMSS.
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Superior document: | IEA Research for Education Series ; v.6 |
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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
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Physical Description: | 1 online resource (222 pages) |
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Burroughs, Nathan. Teaching for Excellence and Equity : Analyzing Teacher Characteristics, Behaviors and Student Outcomes with TIMSS. 1st ed. Cham : Springer International Publishing AG, 2019. ©2019. 1 online resource (222 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier IEA Research for Education Series ; v.6 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. Description based on publisher supplied metadata and other sources. Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. Electronic books. Gardner, Jacqueline. Lee, Youngjun. Guo, Siwen. Touitou, Israel. Jansen, Kimberly. Schmidt, William. Print version: Burroughs, Nathan Teaching for Excellence and Equity Cham : Springer International Publishing AG,c2019 9783030161507 ProQuest (Firm) IEA Research for Education Series https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=5780307 Click to View |
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English |
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eBook |
author |
Burroughs, Nathan. |
spellingShingle |
Burroughs, Nathan. Teaching for Excellence and Equity : Analyzing Teacher Characteristics, Behaviors and Student Outcomes with TIMSS. IEA Research for Education Series ; 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. |
author_facet |
Burroughs, Nathan. Gardner, Jacqueline. Lee, Youngjun. Guo, Siwen. Touitou, Israel. Jansen, Kimberly. Schmidt, William. |
author_variant |
n b nb |
author2 |
Gardner, Jacqueline. Lee, Youngjun. Guo, Siwen. Touitou, Israel. Jansen, Kimberly. Schmidt, William. |
author2_variant |
j g jg y l yl s g sg i t it k j kj w s ws |
author2_role |
TeilnehmendeR TeilnehmendeR TeilnehmendeR TeilnehmendeR TeilnehmendeR TeilnehmendeR |
author_sort |
Burroughs, Nathan. |
title |
Teaching for Excellence and Equity : Analyzing Teacher Characteristics, Behaviors and Student Outcomes with TIMSS. |
title_sub |
Analyzing Teacher Characteristics, Behaviors and Student Outcomes with TIMSS. |
title_full |
Teaching for Excellence and Equity : Analyzing Teacher Characteristics, Behaviors and Student Outcomes with TIMSS. |
title_fullStr |
Teaching for Excellence and Equity : Analyzing Teacher Characteristics, Behaviors and Student Outcomes with TIMSS. |
title_full_unstemmed |
Teaching for Excellence and Equity : Analyzing Teacher Characteristics, Behaviors and Student Outcomes with TIMSS. |
title_auth |
Teaching for Excellence and Equity : Analyzing Teacher Characteristics, Behaviors and Student Outcomes with TIMSS. |
title_new |
Teaching for Excellence and Equity : |
title_sort |
teaching for excellence and equity : analyzing teacher characteristics, behaviors and student outcomes with timss. |
series |
IEA Research for Education Series ; |
series2 |
IEA Research for Education Series ; |
publisher |
Springer International Publishing AG, |
publishDate |
2019 |
physical |
1 online resource (222 pages) |
edition |
1st ed. |
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. |
isbn |
9783030161514 9783030161507 |
callnumber-first |
L - Education |
callnumber-subject |
LB - Theory and Practice of Education |
callnumber-label |
LB3050-3060 |
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LB 43050 43060.87 |
genre |
Electronic books. |
genre_facet |
Electronic books. |
url |
https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=5780307 |
illustrated |
Not Illustrated |
oclc_num |
1103494394 |
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