What Types of Schools and Teachers Improve Students' Character Skills?

• In Event: 72.066 - Poster Session 16
  In Poster Session: 72.066-1 - Teacher Professional Development Poster Session

Abstract

Numerous studies have analyzed the causal relationship between observed teacher qualifications and students’ performance on standardized tests. However, surprisingly little is known about how the same qualifications relate to students’ character skills, despite the likelihood that teachers affect such skills. The proposed project begins to fill this gap in the literature by examining the causal relationship between teacher qualifications, instructional practices, and students’ character skills. More generally, the proposed project speaks to schools’ and teachers’ ability to improve students’ character skills. Preliminary results suggest that none of the commonly-observed teacher qualifications significantly predict growth in students’ character skills, though some instructional strategies do – specifically classroom time spent in small group instruction.

Authors

• Seth Gershenson, American University

• Michael S. Hayes, American University

• Katie Vinopal, American University