We extend this line of research by investigating teacher career and background characteristics, personal resources, and school and district resources that predict an array of instructional practices identified on a mathematics-specific observational instrument, MQI, and a general instrument, CLASS. To understand these relationships, we use correlation and regression analyses. For a subset of teachers for whom we have data from multiple school years, we exploit within-teacher, cross-year variation to examine the relationship between class composition and instructional quality that is not confounded with the sorting of "better" students to "better" teachers. We conclude that multiple teacher- and school-level characteristics--rather than a single factor--are related to teachers' classroom practices.
Teacher Effectiveness
Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience. Educational Evaluation and Policy Analysis , 36 (4), 476-500. Publisher's VersionAbstract
(2014).
Examining High and Low Value-Added Mathematics: Can Expert Observers Tell the Difference? In Association for Public Policy Analysis & Management Fall Research Conference . Washington, DC.Abstract
(2013).
Identifying Effective Classroom Practices Using Student Achievement Data. The Journal of Human Resources , 46 (3), 587-613.Abstract
(2011).
Using Validity Criteria to Enable Model Selection: An Exploratory Analysis. Association for Public Policy Analysis and Management Fall Research Conference.Abstract
(2013).
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