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

Bibliographic Details
Main Author: Burroughs, Nathan.
Other Authors: Gardner, Jacqueline., Lee, Youngjun., Guo, Siwen., Touitou, Israel., Jansen, Kimberly., Schmidt, William.
Format: eBook
Language:English
Published: Cham : Springer International Publishing AG, 2019.
Edition:1st ed.
Series:IEA Research for Education Series
Subjects:
Electronic books.
Online Access:Click to View
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.

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