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.
|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|
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