What Matters for Student Achievement? Exploring Teacher Instructional Practices and the Role of School-Level and Student-Level Characteristics
- Among the 32 teacher instructional practice measures examined in this analysis, aspects of teachers’ general instruction and classroom management, and not reading and writing instruction, had statistically significant associations with student achievement after controlling for other school-level and student-level characteristics.
- Specifically, fostering student engagement, having students participate in discussion, experiencing fewer class period disruptions, and instilling a classroom climate conducive to instruction each was associated with higher levels of student achievement.
- The moderation analysis showed that schools’ racial and ethnic diversity, student–teacher ratios, and total number of students influence how teacher instructional practices are associated with student achievement.
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