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The Effects of Teacher Characteristi...

Harris, Tanchonika.

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The Effects of Teacher Characteristics on Fourth-Through Eighth-Grade Students' Mathematics and Reading Gain Scores in a Rural Tennessee Setting.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effects of Teacher Characteristics on Fourth-Through Eighth-Grade Students' Mathematics and Reading Gain Scores in a Rural Tennessee Setting./
作者:	Harris, Tanchonika.
面頁冊數:	121 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
Contained By:	Dissertation Abstracts International76-01A(E).
標題:	Education, Evaluation. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3582787
ISBN:	9781321221763

The Effects of Teacher Characteristics on Fourth-Through Eighth-Grade Students' Mathematics and Reading Gain Scores in a Rural Tennessee Setting.
Harris, Tanchonika.

The Effects of Teacher Characteristics on Fourth-Through Eighth-Grade Students' Mathematics and Reading Gain Scores in a Rural Tennessee Setting. - 121 p.

Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.

Thesis (Ed.D.)--Union University, 2014.

This item must not be sold to any third party vendors.

President George W. Bush signed the No Child Left Behind Act of 2001 (NCLB) into law on January 8, 2002. From that very moment, student achievement became the priority of all American public schools. The purpose of this study was twofold: (a) to examine the impact of teacher characteristics on students' gain scores, and (b) to examine the extent to which teacher characteristics predicted TCAP gain scores. Specifically, the research questions explored were: (1a) Is there a difference in the mathematics TCAP gain scores of students whose teachers are certified up to Grade 6 versus certified up to Grade 8 or 9? (1b) Is there a difference in the mathematics TCAP gain scores of students whose teachers hold a bachelor's degree only versus a master's degree or above? (1c) Is there a difference in the mathematics TCAP gain scores of students whose teachers are novices, mid-career, or veterans based on experience? (2a) Is there a difference in the reading TCAP gain scores of students whose teachers are certified up to Grade 6 versus certified up to Grade 8 or 9? (2b) Is there a difference in the reading TCAP gain scores of students whose teachers hold a bachelor's degree only versus a master's degree or above? (2c) Is there a difference in the reading TCAP gain scores of students whose teachers are novices, mid-career, or veterans based on experience? (3) To what extent do teacher characteristics of certification, degree, and experience predict students' mathematics TCAP gain scores? (4) To what extent do teacher characteristics of certification, degree, and experience predict students' reading TCAP gain scores? In testing the research questions utilizing independent t-tests, there was a significant difference in students' mathematics and reading gain scores based on teacher degrees; higher scores were associated with teachers who held a master's degree or above versus those who held a bachelor's degree only. Based on the results of a one-way ANOVA, students achieved significantly higher mathematics and reading gain scores when taught by more experience teachers, particularly veteran teacher (15-35 years). Multiple regression analyses revealed that a teacher's degree was predictive of students' mathematics gain scores, and a teacher's experience level was predictive of students' reading gain scores.

ISBN: 9781321221763Subjects--Topical Terms:

1669638
Education, Evaluation.

The Effects of Teacher Characteristics on Fourth-Through Eighth-Grade Students' Mathematics and Reading Gain Scores in a Rural Tennessee Setting.
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520 $a President George W. Bush signed the No Child Left Behind Act of 2001 (NCLB) into law on January 8, 2002. From that very moment, student achievement became the priority of all American public schools. The purpose of this study was twofold: (a) to examine the impact of teacher characteristics on students' gain scores, and (b) to examine the extent to which teacher characteristics predicted TCAP gain scores. Specifically, the research questions explored were: (1a) Is there a difference in the mathematics TCAP gain scores of students whose teachers are certified up to Grade 6 versus certified up to Grade 8 or 9? (1b) Is there a difference in the mathematics TCAP gain scores of students whose teachers hold a bachelor's degree only versus a master's degree or above? (1c) Is there a difference in the mathematics TCAP gain scores of students whose teachers are novices, mid-career, or veterans based on experience? (2a) Is there a difference in the reading TCAP gain scores of students whose teachers are certified up to Grade 6 versus certified up to Grade 8 or 9? (2b) Is there a difference in the reading TCAP gain scores of students whose teachers hold a bachelor's degree only versus a master's degree or above? (2c) Is there a difference in the reading TCAP gain scores of students whose teachers are novices, mid-career, or veterans based on experience? (3) To what extent do teacher characteristics of certification, degree, and experience predict students' mathematics TCAP gain scores? (4) To what extent do teacher characteristics of certification, degree, and experience predict students' reading TCAP gain scores? In testing the research questions utilizing independent t-tests, there was a significant difference in students' mathematics and reading gain scores based on teacher degrees; higher scores were associated with teachers who held a master's degree or above versus those who held a bachelor's degree only. Based on the results of a one-way ANOVA, students achieved significantly higher mathematics and reading gain scores when taught by more experience teachers, particularly veteran teacher (15-35 years). Multiple regression analyses revealed that a teacher's degree was predictive of students' mathematics gain scores, and a teacher's experience level was predictive of students' reading gain scores.
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