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Direct linkMaster, Benjamin; Loeb, Susanna; Whitney, Camille; Wyckoff, James – Elementary School Journal, 2016
Nationwide, K-12 students designated as English language learners (ELLs) must learn both language and content simultaneously, and ELLs score far below the national average in math achievement. Many educators have suggested that identifying or developing teachers with skills specific to ELLs' instructional needs may be critical to addressing this…
Descriptors: Teacher Effectiveness, English Language Learners, General Education, Academic Achievement
Download full textMaster, Ben; Loeb, Susanna; Whitney, Camille; Wyckoff, James – National Center for Analysis of Longitudinal Data in Education Research, 2012
This study seeks to identify the characteristics and training experiences of teachers who are differentially effective at promoting academic achievement among English language learners (ELLs). Our analyses indicate that general skills such as those reflected by scores on teacher certification exams and experience teaching non-ELL students are less…
Descriptors: Teacher Effectiveness, Teacher Characteristics, Preservice Teacher Education, Inservice Teacher Education
Grossman, Pam; Loeb, Susanna; Myung, Jeannie; Boyd, Donald; Lankford, Hamilton; Wyckoff, James – Yearbook of the National Society for the Study of Education, 2012
Districts nationwide are implementing teacher induction programs as a strategy to increase both beginning teacher retention and student achievement. The induction of beginning teachers has been widely acknowledged as important for teachers' feelings of success and their retention (Darling-Hammond, 1994; Huling-Austin, 1989; Smylie, 1994).…
Descriptors: Beginning Teacher Induction, Mentors, Beginning Teachers, Teacher Persistence
