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Do Advanced Degrees Matter? A Multiphase Mixed-Methods Study to Examine Teachers' Obtainment of Advanced Degrees and the Impact on Student and School Growth

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Title: Do Advanced Degrees Matter? A Multiphase Mixed-Methods Study to Examine Teachers' Obtainment of Advanced Degrees and the Impact on Student and School Growth
Language: English
Authors: Chang, Mei-Lin, Jorrín Abellán, Ivan M., Wright, Jim, Kim, Jihye, Gaines, Rachel E.
Source: Georgia Educational Researcher. Jan 2020 17(1):62-89.
Availability: Georgia Educational Research Association. Available from: Digital Commons. Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: GEReditor@gmail.com; e-mail: digitalcommons@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/gerjournal/
Peer Reviewed: Y
Page Count: 30
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Teacher Effectiveness, Academic Degrees, Middle School Teachers, Middle School Students, Teacher Characteristics, Educational Attainment, Reading Achievement, Mathematics Achievement
ISSN: 2471-0059
Abstract: Teacher quality has been found to offset the adverse effect of racial and socioeconomic differences in academic achievement; and teacher quality is often thought to be the product of a quality education. However, existing literature has produced mixed results regarding the relationship between student achievement and teachers' possession of advanced degrees (ADs). Despite these mixed results, ADs are often the most efficient (if not the only) way for teachers to earn certification and salary upgrades. A longitudinal, multiphase mixed-methods explanatory study aimed to bridge shortcomings of existing research on the effects of teachers obtaining ADs. Associations between teacher credentials and middle grades students' academic growth were examined by differentiating teachers' degree level (bachelor's, master's, specialist's) and field (content-related, non-content-related). Teachers and school leaders were also interviewed in order to broaden our understandings of the impact ADs make in areas besides student achievement. Findings suggest that inconsistency in associations between teacher ADs and student achievement may be attributable to variation in a number of individual, programmatic, and institutional factors.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1242391
Database: ERIC
FullText Text:
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  Data: Do Advanced Degrees Matter? A Multiphase Mixed-Methods Study to Examine Teachers' Obtainment of Advanced Degrees and the Impact on Student and School Growth
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  Data: <searchLink fieldCode="AR" term="%22Chang%2C+Mei-Lin%22">Chang, Mei-Lin</searchLink><br /><searchLink fieldCode="AR" term="%22Jorrín+Abellán%2C+Ivan+M%2E%22">Jorrín Abellán, Ivan M.</searchLink><br /><searchLink fieldCode="AR" term="%22Wright%2C+Jim%22">Wright, Jim</searchLink><br /><searchLink fieldCode="AR" term="%22Kim%2C+Jihye%22">Kim, Jihye</searchLink><br /><searchLink fieldCode="AR" term="%22Gaines%2C+Rachel+E%2E%22">Gaines, Rachel E.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Georgia+Educational+Researcher%22"><i>Georgia Educational Researcher</i></searchLink>. Jan 2020 17(1):62-89.
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  Data: Georgia Educational Research Association. Available from: Digital Commons. Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: GEReditor@gmail.com; e-mail: digitalcommons@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/gerjournal/
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  Data: Teacher quality has been found to offset the adverse effect of racial and socioeconomic differences in academic achievement; and teacher quality is often thought to be the product of a quality education. However, existing literature has produced mixed results regarding the relationship between student achievement and teachers' possession of advanced degrees (ADs). Despite these mixed results, ADs are often the most efficient (if not the only) way for teachers to earn certification and salary upgrades. A longitudinal, multiphase mixed-methods explanatory study aimed to bridge shortcomings of existing research on the effects of teachers obtaining ADs. Associations between teacher credentials and middle grades students' academic growth were examined by differentiating teachers' degree level (bachelor's, master's, specialist's) and field (content-related, non-content-related). Teachers and school leaders were also interviewed in order to broaden our understandings of the impact ADs make in areas besides student achievement. Findings suggest that inconsistency in associations between teacher ADs and student achievement may be attributable to variation in a number of individual, programmatic, and institutional factors.
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      – SubjectFull: Middle School Teachers
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