서브메뉴
검색
Examining the Relationships Between Years of Experience and Student Outcomes: How Teacher Years of Experience Contributes to Student Test and Non-test Outcomes
Examining the Relationships Between Years of Experience and Student Outcomes: How Teacher Years of Experience Contributes to Student Test and Non-test Outcomes
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151152
- ISBN
- 9798382328782
- DDC
- 379
- 저자명
- Jin, Jeongim.
- 서명/저자
- Examining the Relationships Between Years of Experience and Student Outcomes: How Teacher Years of Experience Contributes to Student Test and Non-test Outcomes
- 발행사항
- [Sl] : Arizona State University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 127 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
- 주기사항
- Advisor: Borman, Geoffrey.
- 학위논문주기
- Thesis (Ph.D.)--Arizona State University, 2024.
- 초록/해제
- 요약Years of teaching experience have long been taken as an important indicator of teacher and school quality in primary and secondary schools. However, research on the effects of teacher years of experience on student outcomes has shown mixed results. To investigate the source of variation causing these mixed results, this study examined a broad range of student and classroom compositions that might affect the relationship between teacher years of experience and student outcomes, including standardized test scores in English Language Arts and Mathematics, Social-Emotional Test scores, and the count and severity of student disciplinary incidents.Using multilevel regression, this study analyzed longitudinal data obtained from the largest school district in the state of Arizona, Mesa Unified School District, which is classified as a mid-high poverty district. Despite the large sample size, a very weak and non-significant relationship was found for teacher years of experience on any student outcome. In contrast, student and family demographic backgrounds were significantly related to student outcomes. English and Math scores were significantly associated with student giftedness, home languages, and English learning status. Social-emotional test scores were significantly related to race/ethnicity, home languages, and special education status. Both discipline counts and severity were statistically associated with race/ethnicity, and gender, while special education status was significantly related only to discipline severity. In addition, classroom composition variables based on student and family demographics, and students' prior year scores on the outcome were significantly related to student outcomes. These results suggest that student characteristics, contextual classroom composition variables arising from student backgrounds are more important in predicting student outcomes than teacher years of experience, at least in a mid-high poverty school district. Therefore, student placements might be a key to addressing educational inequity for high-need students in mid-high poverty schools, consistent with prior studies in high-poverty schools.
- 일반주제명
- Education policy
- 일반주제명
- Mathematics education
- 일반주제명
- Special education
- 키워드
- Student outcomes
- 키워드
- Random effects
- 키워드
- Test outcomes
- 기타저자
- Arizona State University Educational Policy and Evaluation
- 기본자료저록
- Dissertations Abstracts International. 85-11A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008250123s2024 us c eng d■001000017161033
■00520250211151152
■006m o d
■007cr#unu||||||||
■020 ▼a9798382328782
■035 ▼a(MiAaPQ)AAI31235951
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a379
■1001 ▼aJin, Jeongim.
■24510▼aExamining the Relationships Between Years of Experience and Student Outcomes: How Teacher Years of Experience Contributes to Student Test and Non-test Outcomes
■260 ▼a[Sl]▼bArizona State University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a127 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-11, Section: A.
■500 ▼aAdvisor: Borman, Geoffrey.
■5021 ▼aThesis (Ph.D.)--Arizona State University, 2024.
■520 ▼aYears of teaching experience have long been taken as an important indicator of teacher and school quality in primary and secondary schools. However, research on the effects of teacher years of experience on student outcomes has shown mixed results. To investigate the source of variation causing these mixed results, this study examined a broad range of student and classroom compositions that might affect the relationship between teacher years of experience and student outcomes, including standardized test scores in English Language Arts and Mathematics, Social-Emotional Test scores, and the count and severity of student disciplinary incidents.Using multilevel regression, this study analyzed longitudinal data obtained from the largest school district in the state of Arizona, Mesa Unified School District, which is classified as a mid-high poverty district. Despite the large sample size, a very weak and non-significant relationship was found for teacher years of experience on any student outcome. In contrast, student and family demographic backgrounds were significantly related to student outcomes. English and Math scores were significantly associated with student giftedness, home languages, and English learning status. Social-emotional test scores were significantly related to race/ethnicity, home languages, and special education status. Both discipline counts and severity were statistically associated with race/ethnicity, and gender, while special education status was significantly related only to discipline severity. In addition, classroom composition variables based on student and family demographics, and students' prior year scores on the outcome were significantly related to student outcomes. These results suggest that student characteristics, contextual classroom composition variables arising from student backgrounds are more important in predicting student outcomes than teacher years of experience, at least in a mid-high poverty school district. Therefore, student placements might be a key to addressing educational inequity for high-need students in mid-high poverty schools, consistent with prior studies in high-poverty schools.
■590 ▼aSchool code: 0010.
■650 4▼aEducation policy
■650 4▼aMathematics education
■650 4▼aEducational tests & measurements
■650 4▼aSpecial education
■650 4▼aEnglish as a second language
■653 ▼aMultilevel regression
■653 ▼aStudent outcomes
■653 ▼aRandom effects
■653 ▼aSocial emotional learning
■653 ▼aTest outcomes
■653 ▼aSocial-emotional test scores
■690 ▼a0458
■690 ▼a0288
■690 ▼a0529
■690 ▼a0280
■690 ▼a0441
■71020▼aArizona State University▼bEducational Policy and Evaluation.
■7730 ▼tDissertations Abstracts International▼g85-11A.
■790 ▼a0010
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17161033▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
