Do Teachers' College Majors Affect Students' Academic Achievement in the Sciences? A Cross-Subfields Analysis with Student-Teacher Fixed Effects

Autor/inn/en	Inoue, Atsushi; Tanaka, Ryuichi
Titel	Do Teachers' College Majors Affect Students' Academic Achievement in the Sciences? A Cross-Subfields Analysis with Student-Teacher Fixed Effects
Quelle	In: Education Economics, 31 (2023) 5, S.617-631 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Inoue, Atsushi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2022.2119549
Schlagwörter	Middle School Teachers; College Attendance; Majors (Students); Middle School Students; Academic Achievement; Teacher Influence; Natural Sciences; Achievement Tests; Elementary Secondary Education; Foreign Countries; International Assessment; Mathematics Achievement; Science Achievement; Mathematics Tests; Science Tests; Educational Practices; Teacher Education; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Student; Students; Schüler; Schülerin; Schulleistung; Naturwissenschaften; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bildungspraxis; Lehrerausbildung; Lehrerbildung
Abstract	We examine whether and how teachers' major fields in college affect students' achievement, exploiting within-student variation across subfields in natural science (i.e. physics, chemistry, biology, and Earth science). Using middle-school students' data from the TIMSS and controlling for student-teacher fixed effects, we find that teachers improve students' achievement in subfields of natural sciences correspond to their college majors. Teaching practices explain about half of the effect, mostly accounted for by teachers' preparation for teaching science topics. The results are robust to potential endogenous matching between students and teachers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01