The Link Between Teacher Classroom Practices and Student Academic Performance

By Harold H. Wenglinsky. 2002

485 citations recorded by the source corpus.

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.

Subfields: Education

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Citations in the corpus

Initial and changing student teacher motivation and commitment to teaching (2008, background): “…affective and behavioural outcomes (Alton-Lee, 2003; Hattie, 2003; LaczkoKerr & Berliner, 2002; Masters, 2003; OECD, 2005; Rowe, 2003; Wenglinsky, 2002) and a positive relationship between years of teaching experience and quality teaching (Darling-Hammond, 2000).”
Teacher effects on student achievement in first grade: which aspects matter most? (2014, background): “Contrary to these findings, some researchers such as Wenglinsky (2002) found no association between teacher experience and mathematics achievement of eighth graders in the 1996 NAEP Study.”
Classroom Strategies Coaching Model: Integration of Formative Assessment and Instructional Coaching (2017, background): “…between specific teacher actions, behaviors, or skills, and student achievement outcomes and subsequently have established a general consensus on the features of effective instruction (e.g., Bennet, 1988; Hattie, 1992; Marzano et al., 2001; Wang, Haertel, & Wahlberg, 1990; Wenglinsky, 2002).”
Teacher Characteristics, Classroom Instruction, and Student Literacy and Language Outcomes in Bilingual Kindergartners (2007, background): “…Kain, 2005; U.S. Department of Education, 2001); content knowledge, often measured by number of courses or major (Darling-Hammond, 2000; Goldhaber & Brewer, 2000; Monk & King, 1994); and participation in professional development activities (Cohen & Hill, 2000; Wenglinsky, 2002; Wiley & Yoon, 1995).”
Multilevel Effects of Student and Classroom Factors on Elementary Science Achievement in Five Countries (2010, unknown): “Others reported no relations between student achievement and either teachers’ experience (Ferguson & Ladd, 1996; Goldhaber & Brewer, 2000; Monk, 1994) or teachers’ education (Croninger, Rice, Rathbun, & Nishio, 2007; Goldhaber & Brewer, 2000; Wenglinsky, 2002; Xu & Gulosino, 2006).”
Teacher Effects and the Achievement Gap: Do Teacher and Teaching Quality Influence the Achievement Gap between Black and White and High- and Low-SES Students in the Early Grades? (2010, background): “…achievement and teacher knowledge proxies such as college major, number of courses, or amount of professional development taken in a subject area (Cohen & Hill, 2000; Darling-Hammond, 2000; Goldhaber & Brewer, 1997, 2000; Monk, 1994; Monk & King, 1994; Wenglinsky, 2000, 2002; Wiley & Yoon, 1995).”
Teacher Professionalism and Professional Development Practices in South Sulawesi, Indonesia (2014, background): “…participation in professional development activities significantly showed positive impacts on teachers’ beliefs and practices, students’ performance in learning and on educational reforms in general (Cohen and Hill, 2000; Villegas-Reimers, 2003; Wenglinsky, 2000, 2002; Wiley and Yoon, 1995).”
Do Principal Preparation Programs Influence Student Achievement Through the Building of Teacher-Team Qualifications by the Principal? An Exploratory Analysis (2011, background): “…2001); it is most important in mathematics and science (Goldhaber & Brewer, 2000; Ladd, Clotfelter, & Vigdor, 2007, 2010; Rowan et al., 1997; Wenglinsky, 2002), and the effect is more pronounced for upper than lower grades (Rice, 2003; Ladd, Clotfelter, & Vigdor, 2007, 2010; Wayne & Youngs,…”
A Portrait of Advanced Placement Teachers' Practices. Research Report No. 2005-7. ETS RR-05-09. (2005, background): “Rather, numerous factors govern how successful teachers approach the challenges of teaching (Darling-Hammond, 2002; Porter and Brophy, 1998; Wenglinsky, 2002).”
Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009, unknown): “…& Berne, 1999); instruction and student achievement (e.g., Hamilton et al., 2003; Mayer, 1998; Stein & Lane, 1996; Supovitz, 2001; Von Secker, 2002; Wenglinsky, 2002); professional development and teachers’ practice (Fishman, Marx, Best, & Tal, 2003; Heck, Banilower, Weiss, & Rosenberg, 2008;…”
Using Structured Classroom Vignettes to Measure Instructional Practices in Mathematics (2006, methodology): “With the exception of the vignette-based items, questions on the surveys and logs were similar to questions used extensively in research on mathematics instruction (see, for example, Cohen & Hill, 2000; Hamilton et al., 2003; Weiss et al., 2001; Wenglinsky, 2002).”