Teacher Effectiveness in First Grade: The Importance of Background Qualifications, Attitudes, and Instructional Practices for Student Learning.

Palardy, Gregory J.; Rumberger, Russell W.

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Title: Teacher Effectiveness in First Grade: The Importance of Background Qualifications, Attitudes, and Instructional Practices for Student Learning

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Title:	Teacher Effectiveness in First Grade: The Importance of Background Qualifications, Attitudes, and Instructional Practices for Student Learning
Authors:	Palardy, Gregory J.; Rumberger, Russell W.
Descriptors:	Elementary School Teachers; Teacher Effectiveness; Federal Legislation; Achievement Gains; Reading Achievement; Mathematics Achievement; Teacher Background; Grade 1; Teacher Attitudes; Educational Policy; Teaching Methods; Teacher Qualifications; Longitudinal Studies; Teaching Skills; Educational Quality; Teacher Influence
Source:	Educational Evaluation and Policy Analysis, v30 n2 p111-140 2008
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2008-00-00
Pages:	30
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	This study uses Early Childhood Longitudinal Study data to investigate the importance of three general aspects of teacher effects--teacher background qualifications, attitudes, and instructional practices--to reading and math achievement gains in first grade. The results indicate that compared with instructional practices, background qualifications have less robust associations with achievement gains. These findings suggest that the No Child Left Behind Act's "highly qualified teacher" provision, which screens teachers on the basis of their background qualifications, is insufficient for ensuring that classrooms are led by teachers who are effective in raising student achievement. To meet that objective, educational policy needs to be directed toward improving aspects of teaching, such as instructional practices and teacher attitudes. (Contains 4 tables, 1 figure and 33 notes.)
Abstractor:	Author
Reference Count:	63

Note:	N/A
Identifiers:	No Child Left Behind Act 2001
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0162-3737
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education; Grade 1
Direct Link:	http://dx.doi.org/10.3102/0162373708317680

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