Teacher Verbal Ability and School Outcomes: Where Is the Evidence?

被引:39
作者
Aloe, Ariel M. [1 ]
Becker, Betsy Jane [2 ]
机构
[1] SUNY Buffalo, Grad Sch Educ Counseling Sch & Educ Psychol, Buffalo, NY 14260 USA
[2] Florida State Univ, Coll Educ, Dept Educ Psychol & Learning Syst, Tallahassee, FL 32306 USA
基金
美国国家科学基金会;
关键词
meta-analysis; teacher assessment; teacher characteristics; ACADEMIC-PERFORMANCE; STUDENT-ACHIEVEMENT; EDUCATION; MATTER; GAINS; MODEL;
D O I
10.3102/0013189X09353939
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Many have claimed that teachers' verbal ability is among the most important predictors of school outcomes. Teachers' verbal ability has been thought to predict student achievement ever since the relationship was found in the classic Equality of Educational Opportunity (EEO) study by Coleman et al. By way of meta-analysis the authors examine the evidence on teachers' verbal ability as a predictor of school outcomes. They find that the evidence is not as extensive as might be inferred from prior reports. Results of 19 studies indicate that teachers' verbal ability is at best very weakly related to school outcomes, and the main evidence for this weak relationship arises from the EEO study. Other studies find that verbal ability is unrelated to school outcomes.
引用
收藏
页码:612 / 624
页数:13
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