Teacher Effectiveness in Adult Education: The Relationship Between Teacher Characteristics and Student Test Gains and Transitions Into Postsecondary Education

IF 1.5 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Adult Education Quarterly Pub Date : 2021-09-17 DOI:10.1177/07417136211044515

Michelle Yin, Stephanie Cronen, L. Condelli, B. Ogut

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引用次数: 1

Abstract

The federal adult education program serves over 2 million eligible adults who seek basic literacy and English language skills. Using administrative student-level panel data, this study provides the very first assessment of the relationships between adult education teacher characteristics and student achievement using hierarchical linear modeling design. Results show that students in classes with teachers with a bachelor’s or higher degree have higher post-test scores. Having a part-time adult education teacher was associated with lower odds of students transitioning to postsecondary education. Compared to teachers specialized in English as a second language, having an adult secondary education teacher is correlated with an increase in test score gains as well as higher odds of transitioning to postsecondary education. We also identified student characteristics (age, disability status, attendance hours, race, and employment status) and program characteristics (size, quality, and setting) that are statistically significantly correlated with student learning and students’ transition to postsecondary education.

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成人教育中的教师效能：教师特征与学生考试成绩的关系及向中等后教育的过渡

联邦成人教育计划为200多万寻求基本识字和英语技能的符合条件的成年人提供服务。本研究利用管理学生层面的面板数据，首次使用分层线性建模设计评估成人教育教师特征与学生成绩之间的关系。结果显示，与拥有学士或更高学历的老师一起上课的学生在测试后的成绩更高。拥有一名兼职成人教育教师与学生过渡到中学后教育的几率较低有关。与专门从事英语作为第二语言的教师相比，拥有一名成年中学教育教师与考试成绩的提高以及向中学后教育过渡的几率更高有关。我们还确定了学生特征（年龄、残疾状况、出勤时间、种族和就业状况）和项目特征（规模、质量和环境），这些特征在统计上与学生学习和学生向中学后教育的过渡显著相关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Adult Education Quarterly EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

7.70%

发文量

期刊介绍： The Adult Education Quarterly (AEQ) is a scholarly refereed journal committed to advancing the understanding and practice of adult and continuing education. The journal strives to be inclusive in scope, addressing topics and issues of significance to scholars and practitioners concerned with diverse aspects of adult and continuing education. AEQ publishes research employing a variety of methods and approaches, including (but not limited to) survey research, experimental designs, case studies, ethnographic observations and interviews, grounded theory, phenomenology, historical investigations, and narrative inquiry as well as articles that address theoretical and philosophical issues pertinent to adult and continuing education.