The validity of value-added models (VAMs) of teacher effectiveness depends on the ability of the measures to isolate teachers’ contributions to their students’ achievement. Existing VAMs differ in key aspects of their empirical specifications, however, leaving policymakers with little clear guidance on what factors are important to include when constructing a fair model. We examine the sensitiv...

Selecting more effective teachers among job applicants during the hiring process could be a highly cost-effective means of improving educational quality, but there is little research that links information gathered during the hiring process to subsequent teacher performance. We study the relationship among applicant characteristics, hiring outcomes, and teacher performance in Washington DC Publ...

A trend in agricultural education has been a shortage of graduates from preservice agricultural education programs who choose to enter the teaching profession, thus causing a deficit in the number of qualified teachers to fill vacancies. When examining preservice agricultural education programs, student teaching is often the capstone experience, during which, the student teacher works closely w...

This study examines the mediating role of student-teacher relationship quality (conflict and closeness) in grades 4, 5, and 6 on the relation between background characteristics, difficult temperament at age 4 1/2 and risky behavior in 6th grade. The longitudinal sample of participants (N=1156) was from the NICHD Study of Early Child Care and Youth Development. Structural equation modeling was u...

The quality of children’s relationships with teachers in early elementary grades has implications for their academic and behavioral outcomes in later grades (e.g., Hamre & Pianta, 2001). The current study uses data from the NICHD SECCYD to extend work from a recent study of first grade (Rudasill & Rimm-Kaufman, 2009) by examining connections between child shyness, effortful control, and gender ...

This research seeks to analyse and propose a solution to support classroom-based teaching in the Department of Chocó, Colombia, which is located in a rural area and has been the subject of many social projects for the development of its people. Due to the disparities in different regions of the country, the education sector is forced to look for new working environments that are suitable for ru...

This meta-analysis examines the association between teacher support and students' academic emotions [both positive academic emotions (PAEs) and negative academic emotions (NAEs)] and explores how student characteristics moderate these relationships. We identified 65 primary studies with 58,368 students. The results provided strong evidence linking teacher support and students' academic emotions...

This paper explores critically the practice of teacher mentoring in Shanghai schools. It begins with a review of the literature on teacher mentoring, which is followed by an introduction to education and teacher mentoring in the schools. The next section critiques teacher mentoring in Shanghai and we highlight three key characteristics and strengths of the practice of teacher mentoring that ens...