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Title of Journal: J Pers Eval Educ

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Abbravation: Journal of Personnel Evaluation in Education

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Springer Netherlands

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DOI

10.1016/0009-2614(92)85910-3

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1874-8600

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The Elusive Relationship Between Teacher Character

Authors: Marco A Muñoz Florence C Chang
Publish Date: 2008/02/28
Volume: 20, Issue: 3-4, Pages: 147-164
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Abstract

Teacher characteristics and student achievement growth are currently a significant topic of investigation in the educational accountability arena Given the environment of highstakes accountability associated with the No Child Left Behind NCLB legislation and state accountability systems staffing all classrooms with highly qualified teachers is a critical national concern A new era of research is needed to understand the complexity of teacher quality when defined by student learning growth The present study evaluated the effects of teacher characteristics ie experience education and race in high school reading achievement gains using a multilevel growth model in an urban school district in Kentucky Findings showed significant effects of time but nonsignificant effects of teacher characteristics in high school reading achievement growth Implications for educational policy and future research are discussed


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