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Formal Teacher Competence and its Effect on Pupil Reading Achievement

Artikel i vetenskaplig tidskrift
Författare Stefan Johansson
Eva Myrberg
Monica Rosén
Publicerad i Scandinavian Journal of Educational Research
Volym 59
Nummer/häfte 5
Sidor 564-582
ISSN 0031-3831
Publiceringsår 2015
Publicerad vid Institutionen för pedagogik och specialpedagogik
Sidor 564-582
Språk en
Länkar dx.doi.org/10.1080/00313831.2014.96...
Ämnesord teacher judgement, structural equation modeling, PIRLS 2001, teacher competence, reading literacy, golden rules, fit indexes, academic-achievement, student-achievement, model fit, judgments, perspective, performance, knowledge, Education & Educational Research
Ämneskategorier Utbildningsvetenskap

Sammanfattning

The main aim of this study was to investigate the impact of formal teacher competence on pupils' reading achievement. The data comes from the Swedish participation in PIRLS 2001 in grade 3. Information was obtained from pupils (n = 5271) and teachers (n = 351). The analyses were conducted using 2-level structural equation modeling. Teacher competence was operationalized with multiple observed indicators and defined as a latent variable. Two measures of achievement were used: PIRLS 2001 reading test results and teacher judgement of pupil performance in the Swedish language. The results reveal that teacher competence was positively and similarly related to both achievement measures. No selection effects in terms of pupil socioeconomic status were found. The current study provides evidence for a strong impact of teacher competence on pupil reading achievement.

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