The Link Between Teacher Classroom Practices and Student Academic Performance

The Link Between Teacher Classroom Practices and Student Academic Performance

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 studen...

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Bibliographic Details
Main Author: Harold Wenglinsky
Format: Article
Language:English
Published: Arizona State University 2002-02-01
Series:Education Policy Analysis Archives
Online Access:http://epaa.asu.edu/ojs/article/view/291
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spelling doaj-f7752af59339436bb3a8b04bae77fde42020-11-25T03:50:04ZengArizona State UniversityEducation Policy Analysis Archives1068-23412002-02-011012The Link Between Teacher Classroom Practices and Student Academic PerformanceHarold WenglinskyQuantitative 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. http://epaa.asu.edu/ojs/article/view/291
collection DOAJ
language English
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author Harold Wenglinsky
spellingShingle Harold Wenglinsky
The Link Between Teacher Classroom Practices and Student Academic Performance
Education Policy Analysis Archives
author_facet Harold Wenglinsky
author_sort Harold Wenglinsky
title The Link Between Teacher Classroom Practices and Student Academic Performance
title_short The Link Between Teacher Classroom Practices and Student Academic Performance
title_full The Link Between Teacher Classroom Practices and Student Academic Performance
title_fullStr The Link Between Teacher Classroom Practices and Student Academic Performance
title_full_unstemmed The Link Between Teacher Classroom Practices and Student Academic Performance
title_sort link between teacher classroom practices and student academic performance
publisher Arizona State University
series Education Policy Analysis Archives
issn 1068-2341
publishDate 2002-02-01
description 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.
url http://epaa.asu.edu/ojs/article/view/291
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