Dissertation/Thesis Abstract

Do school districts have the tools they need to hire effective teachers? Deriving predictors of teacher effectiveness from information available to school district hiring personnel
by Leake, Michelle, Ph.D., The University of Texas at Dallas, 2013, 122; 3592201
Abstract (Summary)

The purpose of this study is to determine the extent to which teachers' academic and professional characteristics predict their classroom effectiveness, as measured by value-added indicators of their students' growth. Teachers' college transcripts, service records, and district records of classroom assignments are used to examine undergraduate content and pedagogy courses, graduate work, and professional experience; the district's own value-added indices are utilized as the measure of teacher effectiveness. The study examines a subset of 318 teachers who were continuously employed over a four-year period at one of 19 "hard-to-staff" secondary schools in one of the nation's largest school districts. The study finds that local experience and college coursework in the teacher's assigned content modestly predict the teacher's classroom effectiveness, which has implications for hiring practices in public schools.

Indexing (document details)
Advisor: Scotch, Richard K.
Commitee: Beron, Kurt J., Fass, Simon M., O'Brien, Daniel M.
School: The University of Texas at Dallas
Department: Public Policy and Political Economy
School Location: United States -- Texas
Source: DAI-A 74/12(E), Dissertation Abstracts International
Subjects: Education Policy, School administration, Public policy
Keywords: Teacher education, Teacher effectiveness, Teacher experience, Teacher hiring, Value-added
Publication Number: 3592201
ISBN: 978-1-303-33180-0
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