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Teacher Effects in Early Literacy Development: Evidence From a Study of Twins
University of New England.
University of New England.
University of Colorado.
University of Colorado.
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2010 (English)In: Journal of Educational Psychology, ISSN 0022-0663, E-ISSN 1939-2176, Vol. 102, no 1, 32-42 p.Article in journal (Refereed) Published
Abstract [en]

It is often assumed that differences in teacher characteristics area major source of variability in childrens educational achievements. We examine this assumption for early literacy achievement by calculating the correlations between pairs of twin children who either shared or did not share a teacher in kindergarten, Grade 1, and Grade 2. Teacher effects-or, more strictly, classroom effects-would show up as higher correlations for same-class than for different-class twin pairs. Same-class correlations were generally higher than different-class correlations.. though not significantly so on most occasions. On the basis of the results, we estimate that the maximum variance accounted for by being assigned to the same or different classrooms is 8%. This is an upper-bound figure for a teacher effect because factors other than teachers may contribute to variation attributable to classroom assignment. We discuss the limitations of the study and draw out some of its educational implications.

Place, publisher, year, edition, pages
Apa American Psychological Association , 2010. Vol. 102, no 1, 32-42 p.
Keyword [en]
teacher effects; twins; reading ability; genetics
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-58452DOI: 10.1037/a0017288ISI: 000274218200003OAI: oai:DiVA.org:liu-58452DiVA: diva2:343161
Available from: 2010-08-12 Created: 2010-08-11 Last updated: 2017-12-12

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Samuelsson, Stefan

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Department of Behavioural Sciences and LearningFaculty of Educational Sciences
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  • apa
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  • de-DE
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
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  • asciidoc
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