You are here
Different Skills: Identifying Differentially Effective Teachers of English Language Learners
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 predictive of achievement for ELL students than for other students. However, specific experience teaching ELL students is more important for predicting effectiveness with future ELL students than non-ELL students as is both in-service and pre-service training focused on ELL-specific instructional strategies.
Keywords: English Language Learners, Teacher Effectiveness, Teaching Experience
Citation: Ben Master, Susanna Loeb, Camille Whitney, James Wyckoff (2012). Different Skills: Identifying Differentially Effective Teachers of English Language Learners. CALDER Working Paper No. 68
You May Also Be Interested In
How to Measure a Teacher: The Influence of Test and Nontest Value-Added on Long-Run Student Outcomes
Benjamin Backes, James Cowan, Dan Goldhaber, Roddy Theobald
How Did It Get This Way? Disentangling the Sources of Teacher Quality Gaps Through Agent-Based Modeling
Dan Goldhaber, Matt Kasman, Vanessa Quince, Roddy Theobald, Malcolm Wolff
See other working papers on:
Research Area: Educator preparation and teacher labor markets