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The Link Between Teacher Classroom Practices and Student Academic Performance
Open accessAbstract
Quantitative studies of school effects have generally supported the notion that the problems of U.S. education lie outside of the school. Yet such studies neglect the primary venue through which students learn, the classroom. The current study explores the link between classroom practices and student academic performance by applying multilevel modeling to the 1996 National Assessment of Educational Progress in mathematics. The study finds that the effects of classroom practices, when added to those of other teacher characteristics, are comparable in size to those of student background, suggesting that teachers can contribute as much to student learning as the students themselves.
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Citations
Cited by
Desimone, L. M. (2009) · Educational Researcher · doi:10.3102/0013189x08331140 · Cited by 4,862
Stichwort: Professionelle Kompetenz von Lehrkräften
Baumert, J., & Kunter, M. (2006) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-006-0165-2 · Cited by 1,441
Seidel, T., & Shavelson, R. J. (2007) · Review of Educational Research · doi:10.3102/0034654307310317 · Cited by 1,259
Metadata
- Authors
- Wenglinsky, H.
- Venue
- Education Policy Analysis Archives
- Published
- 2002-02-13
- Volume
- 10
- Pages
- 12
- ISSN
- 1068-2341 (ISSN-L)
- OpenAlex
- W2071283248
- Cited by
- 431
- References
- 0
- FWCI
- 60.91
- Type
- journal article
- Language
- en
- Open access
- diamond
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- The paper
- Wenglinsky, H. (2002). The Link Between Teacher Classroom Practices and Student Academic Performance. Education Policy Analysis Archives. https://doi.org/10.14507/epaa.v10n12.2002
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
