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66.051 - Tracing the Production Function: Connecting Teacher Preparation, Knowledge, Beliefs, and Instruction to Student Achievement
Sun, April 19, 4:05 to 5:35pm, Marriott, Floor: Third Level, CookSession Type: Symposium
Abstract
For decades, researchers have investigated how a diverse set of teacher-level variables – teacher background, knowledge, mindsets, and instruction – relate to student outcomes. Yet the organization of this line of research is less than enlightening: hundreds of studies each test a small subset of the potential influences on student outcomes, often with few controls; most studies amount to correlations between teacher and outcome variables without thought to how variables might relate to one another or concurrently predict outcomes. Drawing from results of a three-year study of teacher and teaching quality in 4th and 5th grade mathematics classrooms, this symposium will systematically explore these associations using statistical techniques better suited to analyzing such data, such as multilevel and mediation modeling.
Sub Unit
Chair
Papers
Teacher Characteristics and Student Learning: Toward a More Comprehensive Examination of the Association - Mark Chin, Harvard University; Heather C. Hill, Harvard Graduate School of Education; Charalambos Y. Charalambous, University of Cyprus; Melanie Rucinski, Harvard University
Relating Instruction to Student Outcomes - Heather C. Hill, Harvard Graduate School of Education; Mark Chin, Harvard University; Erica Litke, University of Delaware; Kathleen Lynch, Harvard University
Teachers' Mathematical Knowledge for Teaching, Instructional Quality, and Their Students' Achievement: Evidence From Quantile Mediation - Benjamin Kelcey, University of Cincinnati
Teachers' Knowledge of Students: Defining a Domain and Its Relationship to Student Achievement - David Blazar, Harvard University; Heather C. Hill, Harvard Graduate School of Education; Mark Chin, Harvard University; Daniel McGinn, Harvard University