PREDICTING STUDENT TEACHER EFFECTIVENESS

This study tests the hypothesis that types of students tend to differ in the benefit that they receive from various types of teachers. Factor analysis was used to identify four types of students (kindergarten children) and four types of teachers. The findings from the analysis of variance procedure were that a certain type of teacher was significantly more effective with one type of student than with another. The knowledge that different types of teachers tend to differ in the success they have with the same type of student, and that different types of students tend to differ in the benefit they receive from the same type of teacher might provide a basis for the matching of students with teachers.

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Examining K–12 students’ perceptions of student teacher effectiveness

Teacher Development ◽

10.1080/13664530.2020.1739740 ◽

2020 ◽

Vol 24 (2) ◽

pp. 274-292

Author(s):

Rebecca Stobaugh ◽

Julia Mittelberg ◽

Xiaoxia Huang

Keyword(s):

Teacher Effectiveness ◽

Student Teacher ◽

K 12

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Student-Teacher Race Congruence: New Evidence and Insight From Tennessee

AERA Open ◽

10.1177/2332858418817528 ◽

2018 ◽

Vol 4 (4) ◽

pp. 233285841881752 ◽

Cited By ~ 4

Author(s):

Ela Joshi ◽

Sy Doan ◽

Matthew G. Springer

Keyword(s):

Teacher Effectiveness ◽

Student Teacher ◽

Evaluation System ◽

Student Preparedness ◽

Teacher Race ◽

Reading And Math ◽

Prior Literature ◽

Support Policy ◽

Match Effect ◽

New Evidence

Our work aims to substantiate and extend earlier findings on the effects of student-teacher race matching on academic achievement using longitudinal data for students in Grades 3 through 8 in Tennessee. We examine heterogenous effects not only by racial subgroup and student preparedness, as explored in prior literature, but also by levels of teacher effectiveness, drawing on data from the state’s teacher evaluation system. We find that student-teacher race congruence does not have a significant overall effect on test scores. However, subgroup analyses reveal a positive, significant race-match effect in elementary school math. We observe meaningful effects for Black students in both reading and math, race-matched students in the bottom-most preparedness quartile in math, and race-matched students assigned to teachers in the middle two teacher performance quartiles in math. Our results align with prior findings, emphasizing that race-match effects transcend state borders. Findings support policy efforts to diversify the educator labor force.

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A Survey of Student Teacher Effectiveness

The bulletin of the National Association of Secondary School Principals ◽

10.1177/019263656104526726 ◽

1961 ◽

Vol 45 (267) ◽

pp. 166-169

Author(s):

Kenneth H. Hoover ◽

Laurel Boetto ◽

Roy P. Doyle

Keyword(s):

Teacher Effectiveness ◽

Student Teacher

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PROMOTING TEACHER EFFECTIVENESS THROUGH A HOLISTIC WELLNESS MODEL

Problems of Education in the 21st Century ◽

10.33225/pec/12.40.75 ◽

2012 ◽

Vol 40 (1) ◽

pp. 75-87

Author(s):

Dana Harwell ◽

Mae Daniel

Keyword(s):

Teacher Effectiveness ◽

Student Teacher ◽

Teacher Assessment ◽

Second Order ◽

Assessment Instrument ◽

Predictor Variables ◽

Social Self ◽

Holistic Wellness ◽

Teacher Interns ◽

Creative Self

Research was conducted to determine if a holistic wellness model could promote teacher effectiveness with 54 teacher interns at a Mississippi campus. The purpose of this research was to determine whether holistic wellness as defined by creative self, coping self, social self, essential self, and physical self as measured by the 5F-Wel can be used to predict teacher effectiveness as measured by the STAI. The research question proposed for this study was: Is there a relationship between wellness as measured by the Five Factor Wellness Inventory and effective teaching as measured by the STAI? The research design was correlational. A convenience sample of voluntary participants among the 54 teacher interns was used. The predictor variables were the second order factor scores on the 5F-Wel. These factors are creative self, coping self, social self, essential self, and physical self. The dependent variable was the overall formative score on the Student Teacher Assessment Instrument (STAI). Effective teacher research supported the Student Teacher Assessment Instrument as a viable measure of teacher effectiveness. The results obtained show the predictor variables included in the multiple linear regression analysis did not predict teacher effectiveness as measured by the STAI at an accuracy greater than chance. A statistically significant relationship between the predictor variables and dependent variable was not found. Specifically, wellness as measured by the second order factors on the 5F-Wel did not predict teacher effectiveness as measured by the STAI in this study. Recommendations were to replicate this study using similar methodology in other geographical locations. Being that guidelines of state universities are of unison, it can be assumed that dissimilarities exist among the individual programs. Therefore, replicating this study at another university could provide dissimilar results or possibly indentify a specific characteristic from an intern population that would benefit from a holistic wellness model. Key words: teacher efficacy, teacher wellness, holistic wellness, student teacher.

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