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The Moderating Role of Teacher Autonomy for Classroom Practices and Student Achievement: Cross-Country Analysis- [electronic resource]
The Moderating Role of Teacher Autonomy for Classroom Practices and Student Achievement: Cross-Country Analysis- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101515
- ISBN
- 9798380109987
- DDC
- 370
- 서명/저자
- The Moderating Role of Teacher Autonomy for Classroom Practices and Student Achievement: Cross-Country Analysis - [electronic resource]
- 발행사항
- [S.l.]: : Arizona State University., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(252 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
- 주기사항
- Advisor: Pivovarova, Margarita.
- 학위논문주기
- Thesis (Ph.D.)--Arizona State University, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약Autonomy is often discussed as a necessary condition for professionalism in any field, including the teaching profession. In the educational context, autonomy is seen to be critical for teachers to be able to synthesize their knowledge and skills and translate them into effective classroom practices in the best interest of their students. In response to national and global trends primarily associated with neoliberal reforms and their constraining consequences for teacher autonomy, researchers have been trying to unpack this concept and demonstrate evidence on how it affects teachers, students, and the educational system in general. However, this empirical evidence is both quite scarce and controversial. In this dissertation, I define teacher autonomy as a decision-making space created through the freedom from input and output control and identify four types of autonomy: limited, moderate output-driven, moderate input-driven, and extended. Using the data from 43 countries from the Progress in International Reading Literacy Study (PIRLS) 2016 database, I explore the moderating role of each type of autonomy for classroom practices, student achievement, and educational equity. I find that although students in countries with moderate input-driven and extended autonomy have the highest achievement compared to limited and moderate output-driven ones, their teachers, overall, use key classroom practices less frequently, as well as the effectiveness of those practices is relatively low. Findings are more consistent in relation to educational equity. These two groups of countries experience the lowest achievement gap in reading, as well as have teachers who use effective strategies with more frequency with disadvantaged students. In addition, classroom practices in countries with extended teacher autonomy and, to a certain extent, with moderate input-driven one show more potential to contribute to narrowing the achievement gap.
- 일반주제명
- Education.
- 일반주제명
- Education policy.
- 일반주제명
- Teacher education.
- 키워드
- Autonomy
- 키워드
- Student equity
- 키워드
- Teachers
- 기타저자
- Arizona State University Educational Policy and Evaluation
- 기본자료저록
- Dissertations Abstracts International. 85-02A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520240214101515
■006m o d
■007cr#unu||||||||
■020 ▼a9798380109987
■035 ▼a(MiAaPQ)AAI30568953
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aChachkhiani, Ketevan.
■24510▼aThe Moderating Role of Teacher Autonomy for Classroom Practices and Student Achievement: Cross-Country Analysis▼h[electronic resource]
■260 ▼a[S.l.]:▼bArizona State University. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(252 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-02, Section: A.
■500 ▼aAdvisor: Pivovarova, Margarita.
■5021 ▼aThesis (Ph.D.)--Arizona State University, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aAutonomy is often discussed as a necessary condition for professionalism in any field, including the teaching profession. In the educational context, autonomy is seen to be critical for teachers to be able to synthesize their knowledge and skills and translate them into effective classroom practices in the best interest of their students. In response to national and global trends primarily associated with neoliberal reforms and their constraining consequences for teacher autonomy, researchers have been trying to unpack this concept and demonstrate evidence on how it affects teachers, students, and the educational system in general. However, this empirical evidence is both quite scarce and controversial. In this dissertation, I define teacher autonomy as a decision-making space created through the freedom from input and output control and identify four types of autonomy: limited, moderate output-driven, moderate input-driven, and extended. Using the data from 43 countries from the Progress in International Reading Literacy Study (PIRLS) 2016 database, I explore the moderating role of each type of autonomy for classroom practices, student achievement, and educational equity. I find that although students in countries with moderate input-driven and extended autonomy have the highest achievement compared to limited and moderate output-driven ones, their teachers, overall, use key classroom practices less frequently, as well as the effectiveness of those practices is relatively low. Findings are more consistent in relation to educational equity. These two groups of countries experience the lowest achievement gap in reading, as well as have teachers who use effective strategies with more frequency with disadvantaged students. In addition, classroom practices in countries with extended teacher autonomy and, to a certain extent, with moderate input-driven one show more potential to contribute to narrowing the achievement gap.
■590 ▼aSchool code: 0010.
■650 4▼aEducation.
■650 4▼aEducation policy.
■650 4▼aTeacher education.
■653 ▼aAutonomy
■653 ▼aLarge-scale assessment
■653 ▼aStudent achievement
■653 ▼aStudent equity
■653 ▼aTeachers
■690 ▼a0515
■690 ▼a0458
■690 ▼a0530
■71020▼aArizona State University▼bEducational Policy and Evaluation.
■7730 ▼tDissertations Abstracts International▼g85-02A.
■773 ▼tDissertation Abstract International
■790 ▼a0010
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16933992▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
