Spread Too Thin: The Effect of Specialization on Teaching Effectiveness
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| Title: | Spread Too Thin: The Effect of Specialization on Teaching Effectiveness |
|---|---|
| Language: | English |
| Authors: | Hwang, NaYoung (ORCID |
| Source: | Educational Evaluation and Policy Analysis. Dec 2022 44(4):593-607. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Teachers, Specialization, Teacher Effectiveness, Educational Quality, Mathematics Achievement, Reading Achievement, At Risk Students, Educational Policy, Outcomes of Education, Elementary School Students |
| Geographic Terms: | Indiana |
| DOI: | 10.3102/01623737221084312 |
| ISSN: | 0162-3737 1935-1062 |
| Abstract: | Although the majority of elementary school teachers cover all major subjects in self-contained classrooms, a growing number of teachers specialize in teaching fewer subjects to higher numbers of students. We use administrative data from Indiana to estimate the effect of teacher specialization on teacher and school effectiveness in elementary schools. We find that teacher specialization leads to lower teaching effectiveness in math and reading, and the negative effects are larger when teaching students who are more likely to experience obstacles in school. Moreover, we find no evidence that increasing the proportion of teacher specialists at the school level generates improvements in indicators of school quality. Our findings underscore the importance of fostering opportunities to develop stronger student--teacher relationships. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1355609 |
| Database: | ERIC |
| Abstract: | Although the majority of elementary school teachers cover all major subjects in self-contained classrooms, a growing number of teachers specialize in teaching fewer subjects to higher numbers of students. We use administrative data from Indiana to estimate the effect of teacher specialization on teacher and school effectiveness in elementary schools. We find that teacher specialization leads to lower teaching effectiveness in math and reading, and the negative effects are larger when teaching students who are more likely to experience obstacles in school. Moreover, we find no evidence that increasing the proportion of teacher specialists at the school level generates improvements in indicators of school quality. Our findings underscore the importance of fostering opportunities to develop stronger student--teacher relationships. |
|---|---|
| ISSN: | 0162-3737 1935-1062 |
| DOI: | 10.3102/01623737221084312 |
