The Experts below are selected from a list of 102750 Experts worldwide ranked by ideXlab platform
Amy L Wooten - One of the best experts on this subject based on the ideXlab platform.
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identifying Effective Classroom practices using student achievement data
Journal of Human Resources, 2011Co-Authors: Thomas J Kane, Eric S Taylor, John H Tyler, Amy L WootenAbstract:Abstract:Research continues to find large differences in student achievement gains across teachers' Classrooms. The variability in teacher Effectiveness raises the stakes on identifying Effective teachers and teaching practices. This paper combines data from Classroom observations of teaching practices and measures of teachers' ability to improve student achievement as one contribution to these questions. We find that observation measures of teaching Effectiveness are substantively related to student achievement growth and that some observed teaching practices predict achievement more than other practices. Our results provide information for both individual teacher development efforts, and the design of teacher evaluation systems.
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using student performance data to identify Effective Classroom practices
The American Economic Review, 2010Co-Authors: John H Tyler, Thomas J Kane, Eric S Taylor, Amy L WootenAbstract:Many people, experiences and structures contribute to an individual student’s achievement. Increasingly, the contribution of teachers has become a focal point as a number of studies have found large differences in teachers’ Effectiveness at increasing student achievement. For example, Robert Gordon, Kane, and Douglas O. Staiger (2006) ranked teachers according to their historical ability to raise student achievement growth and found that students assigned to a top-quartile ranked teacher scored ten percentile points higher on standardized tests of achievement than otherwise similar students assigned a bottom-quartile ranked teacher. Other researchers have found similar-sized variation in teacher effects on student achievement (Jonah E. Rockoff 2004; Steven Rivkin, Eric Hanushek, and John Kain 2005; Daniel Aaronson, Lisa Barrow, and William Sander 2007). Unfortunately, beyond experience in the Classroom, little is known about which skills, characteristics, and practices of a teacher cause these observed differences. This knowledge gap curtails the policy and management levers available for creating an Effective teacher work force. In this paper we provide initial evidence on the relationship between Classroom management and instructional skills and gains in student achievement. We do so using data from the Cincinnati Public School (CPS) system which, Using Student Performance Data to Identify Effective Classroom Practices
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identifying Effective Classroom practices using student achievement data
Social Science Research Network, 2010Co-Authors: Thomas J Kane, Eric S Taylor, John H Tyler, Amy L WootenAbstract:Recent research has confirmed both the importance of teachers in producing student achievement growth and in the variability across teachers in the ability to do that. Such findings raise the stakes on our ability to identify Effective teachers and teaching practices. This paper combines information from Classroom-based observations and measures of teachers' ability to improve student achievement as a step toward addressing these challenges. We find that Classroom based measures of teaching Effectiveness are related in substantial ways to student achievement growth. Our results point to the promise of teacher evaluation systems that would use information from both Classroom observations and student test scores to identify Effective teachers. Our results also offer information on the types of practices that are most Effective at raising achievement.
Thomas J Kane - One of the best experts on this subject based on the ideXlab platform.
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identifying Effective Classroom practices using student achievement data
Journal of Human Resources, 2011Co-Authors: Thomas J Kane, Eric S Taylor, John H Tyler, Amy L WootenAbstract:Abstract:Research continues to find large differences in student achievement gains across teachers' Classrooms. The variability in teacher Effectiveness raises the stakes on identifying Effective teachers and teaching practices. This paper combines data from Classroom observations of teaching practices and measures of teachers' ability to improve student achievement as one contribution to these questions. We find that observation measures of teaching Effectiveness are substantively related to student achievement growth and that some observed teaching practices predict achievement more than other practices. Our results provide information for both individual teacher development efforts, and the design of teacher evaluation systems.
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using student performance data to identify Effective Classroom practices
The American Economic Review, 2010Co-Authors: John H Tyler, Thomas J Kane, Eric S Taylor, Amy L WootenAbstract:Many people, experiences and structures contribute to an individual student’s achievement. Increasingly, the contribution of teachers has become a focal point as a number of studies have found large differences in teachers’ Effectiveness at increasing student achievement. For example, Robert Gordon, Kane, and Douglas O. Staiger (2006) ranked teachers according to their historical ability to raise student achievement growth and found that students assigned to a top-quartile ranked teacher scored ten percentile points higher on standardized tests of achievement than otherwise similar students assigned a bottom-quartile ranked teacher. Other researchers have found similar-sized variation in teacher effects on student achievement (Jonah E. Rockoff 2004; Steven Rivkin, Eric Hanushek, and John Kain 2005; Daniel Aaronson, Lisa Barrow, and William Sander 2007). Unfortunately, beyond experience in the Classroom, little is known about which skills, characteristics, and practices of a teacher cause these observed differences. This knowledge gap curtails the policy and management levers available for creating an Effective teacher work force. In this paper we provide initial evidence on the relationship between Classroom management and instructional skills and gains in student achievement. We do so using data from the Cincinnati Public School (CPS) system which, Using Student Performance Data to Identify Effective Classroom Practices
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identifying Effective Classroom practices using student achievement data
Social Science Research Network, 2010Co-Authors: Thomas J Kane, Eric S Taylor, John H Tyler, Amy L WootenAbstract:Recent research has confirmed both the importance of teachers in producing student achievement growth and in the variability across teachers in the ability to do that. Such findings raise the stakes on our ability to identify Effective teachers and teaching practices. This paper combines information from Classroom-based observations and measures of teachers' ability to improve student achievement as a step toward addressing these challenges. We find that Classroom based measures of teaching Effectiveness are related in substantial ways to student achievement growth. Our results point to the promise of teacher evaluation systems that would use information from both Classroom observations and student test scores to identify Effective teachers. Our results also offer information on the types of practices that are most Effective at raising achievement.
John H Tyler - One of the best experts on this subject based on the ideXlab platform.
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identifying Effective Classroom practices using student achievement data
Journal of Human Resources, 2011Co-Authors: Thomas J Kane, Eric S Taylor, John H Tyler, Amy L WootenAbstract:Abstract:Research continues to find large differences in student achievement gains across teachers' Classrooms. The variability in teacher Effectiveness raises the stakes on identifying Effective teachers and teaching practices. This paper combines data from Classroom observations of teaching practices and measures of teachers' ability to improve student achievement as one contribution to these questions. We find that observation measures of teaching Effectiveness are substantively related to student achievement growth and that some observed teaching practices predict achievement more than other practices. Our results provide information for both individual teacher development efforts, and the design of teacher evaluation systems.
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using student performance data to identify Effective Classroom practices
The American Economic Review, 2010Co-Authors: John H Tyler, Thomas J Kane, Eric S Taylor, Amy L WootenAbstract:Many people, experiences and structures contribute to an individual student’s achievement. Increasingly, the contribution of teachers has become a focal point as a number of studies have found large differences in teachers’ Effectiveness at increasing student achievement. For example, Robert Gordon, Kane, and Douglas O. Staiger (2006) ranked teachers according to their historical ability to raise student achievement growth and found that students assigned to a top-quartile ranked teacher scored ten percentile points higher on standardized tests of achievement than otherwise similar students assigned a bottom-quartile ranked teacher. Other researchers have found similar-sized variation in teacher effects on student achievement (Jonah E. Rockoff 2004; Steven Rivkin, Eric Hanushek, and John Kain 2005; Daniel Aaronson, Lisa Barrow, and William Sander 2007). Unfortunately, beyond experience in the Classroom, little is known about which skills, characteristics, and practices of a teacher cause these observed differences. This knowledge gap curtails the policy and management levers available for creating an Effective teacher work force. In this paper we provide initial evidence on the relationship between Classroom management and instructional skills and gains in student achievement. We do so using data from the Cincinnati Public School (CPS) system which, Using Student Performance Data to Identify Effective Classroom Practices
-
identifying Effective Classroom practices using student achievement data
Social Science Research Network, 2010Co-Authors: Thomas J Kane, Eric S Taylor, John H Tyler, Amy L WootenAbstract:Recent research has confirmed both the importance of teachers in producing student achievement growth and in the variability across teachers in the ability to do that. Such findings raise the stakes on our ability to identify Effective teachers and teaching practices. This paper combines information from Classroom-based observations and measures of teachers' ability to improve student achievement as a step toward addressing these challenges. We find that Classroom based measures of teaching Effectiveness are related in substantial ways to student achievement growth. Our results point to the promise of teacher evaluation systems that would use information from both Classroom observations and student test scores to identify Effective teachers. Our results also offer information on the types of practices that are most Effective at raising achievement.
Eric S Taylor - One of the best experts on this subject based on the ideXlab platform.
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identifying Effective Classroom practices using student achievement data
Journal of Human Resources, 2011Co-Authors: Thomas J Kane, Eric S Taylor, John H Tyler, Amy L WootenAbstract:Abstract:Research continues to find large differences in student achievement gains across teachers' Classrooms. The variability in teacher Effectiveness raises the stakes on identifying Effective teachers and teaching practices. This paper combines data from Classroom observations of teaching practices and measures of teachers' ability to improve student achievement as one contribution to these questions. We find that observation measures of teaching Effectiveness are substantively related to student achievement growth and that some observed teaching practices predict achievement more than other practices. Our results provide information for both individual teacher development efforts, and the design of teacher evaluation systems.
-
using student performance data to identify Effective Classroom practices
The American Economic Review, 2010Co-Authors: John H Tyler, Thomas J Kane, Eric S Taylor, Amy L WootenAbstract:Many people, experiences and structures contribute to an individual student’s achievement. Increasingly, the contribution of teachers has become a focal point as a number of studies have found large differences in teachers’ Effectiveness at increasing student achievement. For example, Robert Gordon, Kane, and Douglas O. Staiger (2006) ranked teachers according to their historical ability to raise student achievement growth and found that students assigned to a top-quartile ranked teacher scored ten percentile points higher on standardized tests of achievement than otherwise similar students assigned a bottom-quartile ranked teacher. Other researchers have found similar-sized variation in teacher effects on student achievement (Jonah E. Rockoff 2004; Steven Rivkin, Eric Hanushek, and John Kain 2005; Daniel Aaronson, Lisa Barrow, and William Sander 2007). Unfortunately, beyond experience in the Classroom, little is known about which skills, characteristics, and practices of a teacher cause these observed differences. This knowledge gap curtails the policy and management levers available for creating an Effective teacher work force. In this paper we provide initial evidence on the relationship between Classroom management and instructional skills and gains in student achievement. We do so using data from the Cincinnati Public School (CPS) system which, Using Student Performance Data to Identify Effective Classroom Practices
-
identifying Effective Classroom practices using student achievement data
Social Science Research Network, 2010Co-Authors: Thomas J Kane, Eric S Taylor, John H Tyler, Amy L WootenAbstract:Recent research has confirmed both the importance of teachers in producing student achievement growth and in the variability across teachers in the ability to do that. Such findings raise the stakes on our ability to identify Effective teachers and teaching practices. This paper combines information from Classroom-based observations and measures of teachers' ability to improve student achievement as a step toward addressing these challenges. We find that Classroom based measures of teaching Effectiveness are related in substantial ways to student achievement growth. Our results point to the promise of teacher evaluation systems that would use information from both Classroom observations and student test scores to identify Effective teachers. Our results also offer information on the types of practices that are most Effective at raising achievement.
Jaap Oosterlaan - One of the best experts on this subject based on the ideXlab platform.
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Effectiveness of specific techniques in behavioral teacher training for childhood adhd a randomized controlled microtrial
Journal of Clinical Child and Adolescent Psychology, 2021Co-Authors: Anouck I Staff, Barbara J Van Den Hoofdakker, Saskia Van Der Oord, Rianne Hornstra, Pieter J Hoekstra, Jos W R Twisk, Jaap OosterlaanAbstract:Objective: Behavioral teacher training is the most Effective Classroom-based intervention for children with attention-deficit/hyperactivity disorder (ADHD). However, it is currently unknown which c...