Dissertation/Thesis Abstract

Reading and vocabulary value-added scores and literacy teaching quality investigating the relationship between 2nd grade teachers' value-added scores and teaching quality
by Luck, Melissa Jane, Ph.D., The Florida State University, 2012, 109; 3539585
Abstract (Summary)

Teacher quality has emerged as a key factor influencing the success of students, both academically, and beyond. The national discussion of teacher quality focuses on determining which teachers are effective and how best to determine which qualities or characteristics lead to increased student achievement gains. In 2012, value-added methods (VAM) have become education's answer to the question of determining teacher efficacy.

Value-added methods seek to isolate the contribution teachers have on students' learning gains, which can be compared to the performance measures of other teachers. However, there are many different, competing methods from which to choose. The problem lies with the fact that a consensus has yet to be reached regarding an acceptable method for calculating these value-added scores (VAS). This study investigated the validity of three different VAM by comparing their resulting VAS with other established measures of teaching quality.

Results revealed that the three value-added methods did not consistently predict teaching quality (TQ). Specifically, no significant predictors were found when regression analyses were run. Interestingly, the variables typically expected to be associated with higher VAS (teacher knowledge TK and classroom environment TQ), were not associated with higher VAS for Passage Comprehension (PC).

The results of this study highlight clear concerns with VAM, albeit with a small sample of teachers (n=37). At the same time, the nation's reliance on VAM continues to increase. Recommendations include a universal, standardized method for calculating VAS.

Indexing (document details)
Advisor: Connor, Carol M.
Commitee: Kim, Young-Suk, Schatschneider, Christopher, Southerland, Sherry
School: The Florida State University
Department: School of Teacher Education
School Location: United States -- Florida
Source: DAI-A 74/02(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Language arts, Educational tests & measurements
Keywords: Literacy, Reading, Teacher quality, Value-added methods, Value-added scores, Vocabulary
Publication Number: 3539585
ISBN: 9781267639776
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