View in EDS HTML Full Text PDF Full Text

Long-term teacher effects on pupils' learning gains.

Saved in:
Bibliographic Details
Title: Long-term teacher effects on pupils' learning gains.
Authors: Bressoux *, Pascal (AUTHOR), Bianco, Maryse (AUTHOR)
Source: Oxford Review of Education. Sep2004, Vol. 30 Issue 3, p327-345. 19p.
Subjects: Learning, Teacher-student relationships, Teachers, School children, Education research
Geographic Terms: France
Abstract: Many studies have demonstrated that a teacher has a substantial impact on how much pupils learn. However, research on the long-term effects of teachers is scarce, and the results obtained so far are inconsistent. Some studies have concluded that teacher effects are relatively permanent, while others claim that they fade away more or less rapidly over time. The present study was conducted at the elementary-school level in France. Multilevel random crossed models were used to assess teacher effects over a period of two school years. The assessments showed that the pupils' test scores in French and mathematics after two years were linked to the second-year teachers but not to the first-year ones. These results suggest that teacher effects on pupils' learning gains wear off quickly over time. In other words, 'immediate' teacher effects on learning do seem to exist, but not long-term ones. The merits of multilevel random crossed models in this research field are presented, and the potential limitations of the results obtained are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 14573926
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Long-term teacher effects on pupils' learning gains.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Bressoux+*%2C+Pascal%22">Bressoux *, Pascal</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bianco%2C+Maryse%22">Bianco, Maryse</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Oxford+Review+of+Education%22">Oxford Review of Education</searchLink>. Sep2004, Vol. 30 Issue 3, p327-345. 19p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22France%22">France</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Many studies have demonstrated that a teacher has a substantial impact on how much pupils learn. However, research on the long-term effects of teachers is scarce, and the results obtained so far are inconsistent. Some studies have concluded that teacher effects are relatively permanent, while others claim that they fade away more or less rapidly over time. The present study was conducted at the elementary-school level in France. Multilevel random crossed models were used to assess teacher effects over a period of two school years. The assessments showed that the pupils' test scores in French and mathematics after two years were linked to the second-year teachers but not to the first-year ones. These results suggest that teacher effects on pupils' learning gains wear off quickly over time. In other words, 'immediate' teacher effects on learning do seem to exist, but not long-term ones. The merits of multilevel random crossed models in this research field are presented, and the potential limitations of the results obtained are discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=14573926
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/0305498042000260476
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 327
    Subjects:
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Teacher-student relationships
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: School children
        Type: general
      – SubjectFull: Education research
        Type: general
      – SubjectFull: France
        Type: general
    Titles:
      – TitleFull: Long-term teacher effects on pupils' learning gains.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Bressoux *, Pascal
      – PersonEntity:
          Name:
            NameFull: Bianco, Maryse
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Text: Sep2004
              Type: published
              Y: 2004
          Identifiers:
            – Type: issn-print
              Value: 03054985
          Numbering:
            – Type: volume
              Value: 30
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Oxford Review of Education
              Type: main
ResultId 1