Estimating effects of teacher characteristics on student achievement in reading and mathematics: evidence from Swedish census data
Estimating effects of teacher characteristics on student achievement in reading and mathematics: evidence from Swedish census data
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评估教师特征对学生阅读和数学成绩的影响：来自瑞典人口普查数据的证据
DOI：
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发表时间：
2023
影响因子：
1.9
通讯作者：
Tarja Alatalo
中科院分区：
文献类型：
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作者：
Stefan Johansson;J. Gustafsson;Åse Hansson;Tarja Alatalo
摘要 人们一致认为，对于学生的成绩，教师很重要。然而，为可观察的教师特征（例如资格衡量标准）的影响提供可靠的研究证据一直很困难。目前的研究使用基于教师和学生注册信息的面板数据来估计教师特征对六年级学生数学和瑞典语成绩的影响。将固定效应回归应用于大样本学校，我们观察到几种教师特征的显着积极影响。研究发现，拥有教学执照是最重要的资格衡量标准之一，但教师的经验水平对于学生的成绩也很重要。教师资格对数学的影响通常比对瑞典语的影响更大。
ABSTRACT There is consensus that, for student achievement, teachers matter. However, providing reliable research evidence for the effects of observable teacher characteristics, such as qualification measures, has been difficult. The current study uses panel data based on register information from teachers and students to estimate effects of teacher characteristics on student achievement in mathematics and Swedish in Grade 6. Applying fixed-effects regression to a large sample of schools, we observed significant positive effects of several teacher characteristics. Having a teaching license was found to be one of the most important qualification measures, but teachers’ level of experience was also important for student achievement. The effects of teacher qualifications were generally stronger for mathematics than for Swedish.