are school factors important for measuring teacher effectiveness a multilevel technique to predict student gains through a value-added approach学校因素重要的衡量教师效能的多层次技术来预测学生通过增值收益的方法.pdfVIP

Hindawi Publishing Corporation Education Research International Volume 2011, Article ID 532737, 10 pages doi:10.1155/2011/532737 Research Article Are School Factors Important for Measuring Teacher Effectiveness? A Multilevel Technique to Predict Student Gains through a Value-Added Approach Bidya Raj Subedi,1 Bonnie Swan,2 and Michael C. Hynes3 1 Department of Research and Evaluation, the School District of Palm Beach County, West Paln Beach, FL 33406, USA 2 Program Evaluation and Educational Research Group (PEER), College of Education, University of Central Florida, Orlando, FL 32816, USA 3 Department of Mathematics Education, College of Education, University of Central Florida, Orlando, FL 32816, USA Correspondence should be addressed to Bidya Raj Subedi, bidya.subedi@ Received 18 November 2010; Revised 17 February 2011; Accepted 23 March 2011 Academic Editor: Stephen P. Heyneman Copyright © 2011 Bidya Raj Subedi et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. This paper investigated the effect of teacher quality, represented by teacher level characteristics, on mathematics gain scores employing a three-level hierarchical linear model (HLM) through value-added model (VAM) approach. The analysis investigated significant predictors at student, teacher, and school levels for predicting students’ gain scores and also estimated d-type effect sizes at teacher and school levels. We found the significant effects of teacher’s mathematics content certification, teacher experience, and the interaction effects of mathematics content certification with student level predictors. Although sch