Dimensions of teacher quality in general and special education

Mary T. Brownell, Trisha Steinbrecher, Jenna Kimerling, Yujeong Park, Jungah Bae, Amber Benedict

Research output: Chapter in Book/Report/Conference proceedingChapter

10 Scopus citations

Abstract

The quality of a school’s teaching staff is its most important instructional resource, and teacher effects account for the largest variance in student achievement. Multiple studies have demonstrated that teachers account for approximately 7%–21% of the variance in student performance (Goldhaber, 2002; Nye, Konstantopoulos, & Hedges, 2004; Rivkin, Hanushek, & Kain, 2005). Over the past two decades, a large number of research studies have been undertaken to establish linkages between teacher characteristics, teacher knowledge, and observed classroom practice, on the one hand, and student achievement, on the other. The majority of these studies have focused on the value-added contribution teacher qualifications (e.g., experience, initial preparation, subject matter preparation, academic ability) make to student achievement, as teacher qualifications are easy to measure, are thought to constitute one dimension of teacher quality (i.e., credentials), and are accessible via state and national databases (Kennedy, 1992).

Original languageEnglish (US)
Title of host publicationHandbook of Research on Special Education Teacher Preparation
PublisherTaylor and Francis
Pages423-444
Number of pages22
ISBN (Electronic)9781136726330
ISBN (Print)9780415893084
DOIs
StatePublished - Jan 1 2014
Externally publishedYes

ASJC Scopus subject areas

  • Social Sciences(all)

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