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

Autor/inn/en	Aloe, Ariel M.; Becker, Betsy Jane
Titel	Teacher Verbal Ability and School Outcomes: Where Is the Evidence?
Quelle	In: Educational Researcher, 38 (2009) 8, S.612-624 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X09353939
Schlagwörter	Verbal Ability; Educational Opportunities; Educational Research; Evaluation Methods; Outcomes of Education; Predictor Variables; Elementary Secondary Education; Grade 6; Grade 12; Higher Education; English; College Students + Suchen Sie Ihr Suchwort? Mündliche Leistung; Bildungsangebot; Bildungschance; Bildungsforschung; Pädagogische Forschung; Lernleistung; Schulerfolg; Prädiktor; School year 06; 6. Schuljahr; Schuljahr 06; School year 12; 12. Schuljahr; Schuljahr 12; Hochschulbildung; Hochschulsystem; Hochschulwesen; English language; Englisch; Collegestudent
Abstract	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. (Contains 3 figures, 4 tables and 14 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10