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.