Examining the Relations Among Teacher Social Capital, Teaching Practice, and Student Achievement

• In Event: 68.062 - Poster Session 15
  In Poster Session: 68.062-3 - Poster Session: Innovations on Diverse Methodological Approaches

Abstract

Though the importance of teaching quality is increasingly recognized, there is no clear consensus on the factors influencing teaching practice nor on policy solutions to improve teaching. One strong candidate is social capital: how teachers and other key adults collaborate, trust one another and rely on one another for instructional advice. Compelling evidence suggests that effective schools are characterized by high levels of social capital (Bryk & Schneider, 1996; Leana & Pil, 2006). However, research has not yet detailed the mechanisms through which social capital benefits students. Using the Measures of Effective Teaching (MET) dataset, this study applies multilevel, latent variable mediation models to investigate the relations among teacher social capital, teaching practices, and student achievement.

Author

• Kevin Schaaf, University of California - Los Angeles