Teacher and Teaching Effects on Students' Attitudes and Behaviors

被引:213
作者
Blazar, David [1 ]
Kraft, Matthew A. [2 ]
机构
[1] Harvard Univ, Ctr Educ Policy Res, Cambridge, MA 02138 USA
[2] Brown Univ, Educ & Econ, Providence, RI 02912 USA
关键词
teacher effectiveness; instruction; noncognitive outcomes; self-efficacy; happiness; behavior; CHILD INTERACTIONS; POSITIVE AFFECT; SELF-EFFICACY; QUALITY; ELEMENTARY; KINDERGARTEN; ACHIEVEMENT; OUTCOMES; ASSOCIATIONS; PERSONALITY;
D O I
10.3102/0162373716670260
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Research has focused predominantly on how teachers affect students' achievement on standardized tests despite evidence that a broad range of attitudes and behaviors are equally important to their long-term success. We find that upper-elementary teachers have large effects on self-reported measures of students' self-efficacy in math, and happiness and behavior in class. Students' attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers' emotional support and classroom organization. However, teachers who are effective at improving test scores often are not equally effective at improving students' attitudes and behaviors. These findings lend empirical evidence to well-established theory on the multidimensional nature of teaching and the need to identify strategies for improving the full range of teachers' skills.
引用
收藏
页码:146 / 170
页数:25
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