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Does "Teacher Effectiveness" Matter? Evidence From TIMSS, 2003–2015

Tue, April 9, 10:25 to 11:55am, Metro Toronto Convention Centre, 200 Level, Room 201D

Abstract

This study employs fourth and eighth grade data for all participating countries in the TIMSS between 2003 and 2015 to examine the relationship between measures of teacher effectiveness and student mathematics outcomes. These analyses suggest that 1) there are no generally valid relationships between teacher characteristics and student mean outcomes across countries; 2) of the two teacher behaviors associated with opportunity to learn considered in this study, time on mathematics was only statistically significant across countries in the country-level fixed-effects model, and 3) teacher instructional alignment with national curricular expectations has a weak association with student outcomes.

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