Head Teacher Peer Effects And Student Achievement
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Head Teacher Peer Effects And Student Achievement
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Author : Han Feng
language : en
Publisher:
Release Date : 2016
Head Teacher Peer Effects And Student Achievement written by Han Feng and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with categories.
Teachers can influence student achievement, not only directly, but also indirectly via peer effects. Based on a unique data set from a Chinese middle school (grades 7-9), this paper uses a student fixed-effects model to estimate peer effects for four core subjects (Chinese, Math, English, and Science) at the level of the class cohorts studying each subject. We found negative peer effects that are significant from both an economic and a statistical perspective. However, in the subjects taught by head teachers, who have more tools to manage students than do regular teachers, such negative peer effects disappeared. Further investigation suggests that head teachers generate positive peer effects that override the negative ones.
Classroom Peer Effects And Student Achievement Working Paper 08 5
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Author : Mary A. Burke
language : en
Publisher:
Release Date : 2008
Classroom Peer Effects And Student Achievement Working Paper 08 5 written by Mary A. Burke and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with categories.
In this paper we analyze the impact of classroom peers on individual student performance with a unique longitudinal data set covering all Florida public school students in grades 3-10 over a five-year period. Unlike many previous data sets used to study peer effects in education, our data set allow us to identify each member of a given student's classroom peer group in elementary, middle, and high school as well as the classroom teacher responsible for instruction. As a result, we can control for individual student fixed effects simultaneously with individual teacher fixed effects, thereby alleviating biases due to endogenous assignment of both peers and teachers, including some dynamic aspects of such assignments. Our estimation strategy, which focuses on the influence of peers' fixed characteristics--both observed and unobserved--on individual test score gains, also alleviates potential biases due to error in measuring peer quality, simultaneity of peer outcomes, and mean reversion. Under linear-in-means specifications, estimated peer effects are small to non-existent, but we find some sizable and significant peer effects within non-linear models. For example, we find that peer effects depend on an individual student's own ability and on the ability level of the peers under consideration, results that suggest Pareto-improving redistributions of students across classrooms and/or schools. Estimated peer effects tend to be smaller when teacher fixed effects are included than when they are omitted, a result that suggests co-movement of peer and teacher quality effects within a student over time. We also find that peer effects tend to be stronger at the classroom level than at the grade level. (Appended to this document is "Comparison of Estimation Methods Using Simulated Data." Contains 28 footnotes and 10 tables.).
Classroom Peer Effects And Student Achievement
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Author : Mary A. Burke
language : en
Publisher:
Release Date : 2008
Classroom Peer Effects And Student Achievement written by Mary A. Burke and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with categories.
Classroom Peer Effects And Academic Achievement
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Author : Katherine Grace Carman
language : en
Publisher:
Release Date : 2011
Classroom Peer Effects And Academic Achievement written by Katherine Grace Carman and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with categories.
This paper estimates peer effects on student achievement using a panel data set from a middle school in China. Unique features of the organization of Chinese middle schools (Grades 7 to 9) and panel data allow us to overcome difficulties that have hindered the separation of peer effects from omitted individual factors due to self-selection and from common teacher effects and to identify peer effects at the classroom level. We estimate peer effects for Math, English, Chinese, and overall test scores separately. In a linear-in-means model controlling for both individual and teacher-by-test fixed effects, peers are found to have a positive and significant effect on math and overall test scores and a positive but insignificant effect on Chinese test scores, but no effect on English test scores. Importantly, students at the middle of the ability distribution tend to benefit from better peers, whereas students at the ends of the ability distribution do not suggesting that policy makers who want to exploit positive peer effects face difficult tradeoffs in classroom and school assignment.
Handbook Of Social Influences In School Contexts
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Author : Kathryn R. Wentzel
language : en
Publisher: Routledge
Release Date : 2016-01-13
Handbook Of Social Influences In School Contexts written by Kathryn R. Wentzel and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016-01-13 with Education categories.
The Handbook of Social Influences in School Contexts draws from a growing body of research on how and why various aspects of social relationships and contexts contribute to children’s social and academic functioning within school settings. Comprised of the latest studies in developmental and educational psychology, this comprehensive volume is perfect for researchers and students of Educational Psychology. Beginning with the theoretical perspectives that guide research on social influences, this book presents foundational research before moving on to chapters on peer influence and teacher influence. Next, the book addresses ways in which the school context can influence school-related outcomes (including peer and teacher-student relationships) with specific attention to research in motivation and cognition. Within the chapters authors not only present current research but also explore best-practices, drawing in examples from the classroom. With chapters from leading experts in the field, The Handbook of Social Influences in School Contexts provides the first complete resource on this topic.
Easy And Effective Professional Development
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Author : Catherine Beck
language : en
Publisher: Routledge
Release Date : 2014-08-21
Easy And Effective Professional Development written by Catherine Beck and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-08-21 with Education categories.
Given the current economic climate and budget constraints facing schools, funding for professional development is continually reduced. And yet administrators still need to find methods to implement new instructional initiatives, such as the Common Core State Standards. This important book provides leaders with a high quality professional development approach at a low cost—the Peer Observation Process. Outlined in manageable steps, this strategy will help leaders implement any new school initiative or instructional method, no matter the context. This book will help you: -Support staff with job-embedded learning that includes reflection and feedback -Get your staff excited and engage them in ongoing collaboration -Create teams and organize schedules -Initiate and deliver tough conversations -Address accountability and measure success Based on an established and successful program, this book outlines an effective approach that is easy to implement and will help schools increase student achievement, strengthen school culture, and improve job satisfaction.
Essays On The Determinants Of Student Achievement In France And The Us
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Author : Simon Briole
language : en
Publisher:
Release Date : 2019
Essays On The Determinants Of Student Achievement In France And The Us written by Simon Briole and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019 with categories.
The Human Capital Theory developed by Gary Becker in the 60's substantially widened the area of investigation of economics. Over the last two decades, many studies in the economics of education intended to identify the characteristics of an educational system which enable individuals to acquire as much skills, knowledge and information as possible. This thesis contribute to this literature by studying two aspects of the educational environment that has particularly attracted economists' attention over recent years: teacher productivity and peer effects in the classroom. The first chapter of this thesis investigate to what extent teaching practices implemented by math teachers in the US relate to their students' math performance. First, it shows that every single hour spent in the classroom studying mathematics generate a significant improvement in students' math performance. Second, it shows that the productivity of instructional time strongly relates to the implementation of interactive teaching practices, which require student active participation in the lesson. More precisely, each hour spent with a teacher putting a high weight on this kind of practices is 2 to 3 times more productive than an hour spent with a teacher putting a higher weight on traditional practices, such a teacher lecture. The second chapter of this thesis studies the impact of a public policy aimed at improving teachers' practices, namely the individual teacher evaluation system in French secondary education. In this chapter, we show that students' performance at the end-of-middle school national exam significantly improve after the evaluation of their math teacher, not only for students taught by an evaluated teacher the year of the evaluation, but also for students taught by the same teacher on subsequent years, suggesting a long-lasting improvement in teacher pedagogical skills. These positive effects persist over time for students, who not only perform better at the end-of-middle school exam but also choose more often and graduate more often from the science track in high school. In addition, the positive effects of teacher evaluation are particularly salient in education priority schools, in contexts where teaching is often very challenging.The third chapter of this thesis investigates the effect of school peers' gender on students' performance and educational careers in French middle schools. First, it shows that the proportion of female peers' in middle school has persistent effects on students' educational careers as it not only affects students' test score at the end-of-9th-grade national examination, but also influences their track choices and high school graduation rates several years later. Second, it shows that a larger share of girls in the classroom has positive effects for girls and negative effects for boys. More specifically, it reduces girls' dropout rates and increases their probability to graduate from an academic track in high school, especially in the scientific track, while it increases boys' probability to attend a vocational school after 9th grade and decreases their high school graduation rate.
The Multidimensional Impact Of Teachers On Students
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Author : Nolan G. Pope
language : en
Publisher:
Release Date : 2017
The Multidimensional Impact Of Teachers On Students written by Nolan G. Pope and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with categories.
For decades, policymakers and researchers have used value-added models that rely solely on student test scores to measure teacher quality. However, since teaching ability is multidimensional, test-score value-added measures of teacher quality may not fully capture the impact of teachers on students. In this paper, we use test-score and non-test-score measures of student achievement and behavior from over a million students in the Los Angeles Unified School District to estimate multiple dimensions of teacher quality. We find that test-score and non- test-score measures of teacher quality are only weakly correlated, and that both measures of teacher quality affect students' performance in high school. A teacher-removal policy simulation that uses both dimensions of teacher quality improves most long-term student outcomes by over 50 percent compared to a policy that uses test scores alone. Our results also show that the long-term effects of teachers in later grades are larger than in earlier grades, that performance in core elementary school subjects matters more for long-term outcomes than other subjects, and that non-test-score dimensions of ability capture additional sources of peer effects.
Gender Peer Effects In School
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Author : Veronica Cabezas
language : en
Publisher:
Release Date : 2010
Gender Peer Effects In School written by Veronica Cabezas and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with Age groups categories.
This research addresses gender peer effects in education and their impact on student achievement in Chile. We address the topic from three different level of analysis: (a) whether the proportion of girls in a cohort influences students' educational outcomes (b) whether assignment to a classroom with a higher proportion of girls influences students' educational outcomes, and (c) the relative performance of single-sex and coeducation in Chile and its impact on male and female achievement. Through three essays, peer effects are analyzed and their role established for different stages of schooling and for various student characteristics, including gender, socioeconomic background and type of school the student attends. Moreover, the possibility of nonlinearity in gender peer effects is explored as well at the various possible channels through which the effects may operate, such as changes in the amount of curriculum covered. The three essays also address the econometric problems inherent in any study of peer effects. The dissertation provides new evidence on the existence of gender peer effects in elementary and secondary schools based on data from a developing country. It also provides an enriched understanding of how gender peer effects are interrelated with characteristics of the students and schools. The analyses were based on recent data from SIMCE, a Chilean national standardized student assessment carried out in 4 th , 8th and 10 th grade. It is concluded that, after controlling for differences in socioeconomic background, school and a cohort's characteristics, a larger share of female students in a cohort and in a classroom level have a positive impact on academic achievement, both for boys and girls. Results were robust across estimations. Classroom gender peer effects were bigger than the ones estimated at the cohort level, supporting the notion that peer effects get larger when they are measured closer to the context in which they operate. The effects are slightly stronger for girls. The estimated impact of an increase in 10 percentage points on the proportion of female students in the classroom is about 2 to 8 percent of one standard deviation in girl test scores, and between 1 to 5 percent for boys. Gender peer effects proved to be nonlinear and they were stronger when female students are in a minority within the student population, both for boys and girls. To explain these results, the research shows that, as the share of female students in a cohort or class rises, the amount of curriculum that a teacher can cover during the academic year increases as well. Furthermore, the increased share of females is associated with an increase in teachers' expectation on academic attainment of their students. The analysis of co-education and single-sex schools concludes that most of the differences in student achievement between students that attend a single-sex versus a coeducational school were due to students' background characteristics, previous student achievement, peers and school selection. The issue of selection bias is much weaker for girls. Some positive and statistically significant positive effect of single-sex school attendance persist for girls after the effect of selection is controlled-for, as well as previous achievement and other controls. The difference is small, though. The single-sex school effect almost disappears for boys, supporting results from previous sections of this dissertation.
International Guide To Student Achievement
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Author : John Hattie
language : en
Publisher: Routledge
Release Date : 2013-01-17
International Guide To Student Achievement written by John Hattie and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-01-17 with Education categories.
The International Guide to Student Achievement brings together and critically examines the major influences shaping student achievement today. There are many, often competing, claims about how to enhance student achievement, raising the questions of "What works?" and "What works best?" World-renowned bestselling authors, John Hattie and Eric M. Anderman have invited an international group of scholars to write brief, empirically-supported articles that examine predictors of academic achievement across a variety of topics and domains. Rather than telling people what to do in their schools and classrooms, this guide simply provides the first-ever compendium of research that summarizes what is known about the major influences shaping students’ academic achievement around the world. Readers can apply this knowledge base to their own school and classroom settings. The 150+ entries serve as intellectual building blocks to creatively mix into new or existing educational arrangements and aim for quick, easy reference. Chapter authors follow a common format that allows readers to more seamlessly compare and contrast information across entries, guiding readers to apply this knowledge to their own classrooms, their curriculums and teaching strategies, and their teacher training programs.