Are School Factors Important for Measuring Teacher Effectiveness A Multilevel Technique to Predict Student Gains through a Value-Added Approach英文文献资料.docVIP

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Are School Factors Important for Measuring Teacher Effectiveness A Multilevel Technique to Predict Student Gains through a Value-Added Approach英文文献资料.doc

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Are School Factors Important for Measuring Teacher Effectiveness A Multilevel Technique to Predict Student Gains through a Value-Added Approach英文文献资料

HindawiPublishingCorporation EducationResearchInternational Volume2011,ArticleID532737,10pages doi:10.1155/2011/532737 ResearchArticle AreSchoolFactorsImportantforMeasuringTeacher Effectiveness?AMultilevelTechniquetoPredictStudentGains throughaValue-AddedApproach BidyaRajSubedi, BonnieSwan, andMichaelC.Hynes 1 2 3 1 2 DepartmentofResearchandEvaluation,theSchoolDistrictofPalmBeachCounty,WestPalnBeach,FL33406,USA ProgramEvaluationandEducationalResearchGroup(PEER),CollegeofEducation, UniversityofCentralFlorida,Orlando,FL32816,USA 3 DepartmentofMathematicsEducation,CollegeofEducation,UniversityofCentralFlorida,Orlando,FL32816,USA CorrespondenceshouldbeaddressedtoBidyaRajSubedi,bidya.subedi@ Received18November2010;Revised17February2011;Accepted23March2011 AcademicEditor:StephenP.Heyneman Copyright?2011BidyaRajSubedietal. This is an open access article distributed under the Creative Commons Attribution License,whichpermitsunrestricteduse,distribution,andreproductioninanymedium,providedtheoriginalworkisproperly cited. This paper investigated the e?ect of teacher quality, represented by teacher level characteristics, on mathematics gain scores employingathree-levelhierarchicallinearmodel(HLM)throughvalue-addedmodel(VAM)approach.Theanalysisinvestigated signi?cantpredictorsatstudent,teacher,andschoollevelsforpredictingstudents’gainscoresandalsoestimatedd-typee?ectsizes atteacherandschoollevels.Wefoundthesigni?cante?ectsofteacher’smathematicscontentcerti?cation,teacherexperience,and theinteractione?ectsofmathematicscontentcerti?cationwithstudentlevelpredictors.Althoughschoolpovertysigni?cantly predictedstudents’gainscores,theschoollevele?ectwasrelativelysmall. 1.Introduction to demonstrate subject area knowledge or meet subject specialization, most mathematics teachers come through a di?erentroute. Studentachievementgaincanbepredictedduetoindividual predictors at student, teacher, and school levels. This pre- dictivemodelgeneratesamulti