Background Experiences and Dispositions of Teachers that Predict Student Outcomes in Elementary Schools
Issue Date
2011-04-27Author
Welle, Brad
Publisher
University of Kansas
Format
44 pages
Type
Dissertation
Degree Level
Ed.D.
Discipline
Educational Leadership and Policy Studies
Rights
This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
Metadata
Show full item recordAbstract
The impact a teacher's background experiences and dispositions have on student performance, as measured by criterion-referenced state assessments in communication arts for grades three through five, were determined. The following background experiences were found to predict least effective teachers with 85% accuracy: rank of the undergraduate institution attended, cumulative grade point average as an undergraduate, years of teaching experience, level of advanced degree, and scores on state certification examinations. In addition, the impact of "years of teaching experience" on student performance on state assessments was found to be significant.
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