Session Information
09 SES 06 A, Findings from International Comparative Achievement Studies. Symposium Session 2: Addressing Equity and Inequality
Symposium
Contribution
In this study the teacher factors of the Dynamic Model of Educational Effectiveness (Kyriakides & Creemers, 2009) are tested using data from ADDITION, a large scale longitudinal project in which 10,742 fourth graders in six European countries were tested in science and mathematics at the beginning and at the end of the school year 2010-2011. For each teacher factor, we tested the differential effects for high and low SES students at student level and at class level. Our results indicate that there are effective and less effective teacher factors and that effective teacher factors benefit all students. However, some teacher factors do make an even greater difference for low SES students than for high SES students. This means that for the low SES students, it is even more important to have good teachers who implement effective teacher practices. These findings do have important implications for practice. It means that it is important that the most effective teachers are placed in schools with the highest percentage of high risk students. Policy should encourage good teachers to teach in schools with high risk students by making these jobs less demanding and financially more attractive.
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