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Reading and Vocabulary Value-Added Scores and Literacy Teaching Quality Investigating the Relationship Between 2nd Grade Teachers' Value-Added Scores and Teaching Quality

Title: Reading and Vocabulary Value-Added Scores and Literacy Teaching Quality Investigating the Relationship Between 2nd Grade Teachers' Value-Added Scores and Teaching Quality.
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Name(s): Luck, Melissa Jane, author
Connor, Carol, professor directing dissertation
Schatschneider, Christopher, university representative
Southerland, Sherry, committee member
Suk-Kim, Young, committee member
School of Teacher Education, degree granting department
Florida State University, degree granting institution
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2012
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Teacher quality has emerged as a key factor influencing the success of students, both academically, and beyond. The national discussion of teacher quality focuses on determining which teachers are effective and how best to determine which qualities or characteristics lead to increased student achievement gains. In 2012, value-added methods (VAM) have become education's answer to the question of determining teacher efficacy. Value-added methods seek to isolate the contribution teachers have on students' learning gains, which can be compared to the performance measures of other teachers. However, there are many different, competing methods from which to choose. The problem lies with the fact that a consensus has yet to be reached regarding an acceptable method for calculating these value-added scores (VAS). This study investigated the validity of three different VAM by comparing their resulting VAS with other established measures of teaching quality. Results revealed that the three value-added methods did not consistently predict teaching quality (TQ). Specifically, no significant predictors were found when regression analyses were run. Interestingly, the variables typically expected to be associated with higher VAS (teacher knowledge TK and classroom environment TQ), were not associated with higher VAS for Passage Comprehension (PC). The results of this study highlight clear concerns with VAM, albeit with a small sample of teachers (n=37). At the same time, the nation's reliance on VAM continues to increase. Recommendations include a universal, standardized method for calculating VAS.
Identifier: FSU_migr_etd-5004 (IID)
Submitted Note: A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Degree Awarded: Summer Semester, 2012.
Date of Defense: June 14, 2012.
Keywords: Teacher Quality, Value-Added Methods, Value-Added Scores
Bibliography Note: Includes bibliographical references.
Advisory Committee: Carol Connor, Professor Directing Dissertation; Christopher Schatschneider, University Representative; Sherry Southerland, Committee Member; Young Suk-Kim, Committee Member.
Subject(s): Teachers -- Training of
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_migr_etd-5004
Host Institution: FSU

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Luck, M. J. (2012). Reading and Vocabulary Value-Added Scores and Literacy Teaching Quality Investigating the Relationship Between 2nd Grade Teachers' Value-Added Scores and Teaching Quality. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-5004