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|Title:||"Teacher Effects" in Early Literacy Development: Evidence From a Study of Twins||Contributor(s):||Byrne, Brian J (author) ; Coventry, William L (author) ; Olson, Richard K (author); Wadsworth, Sally J (author); Samuelsson, Stefan (author); Petrill, Stephen A (author); Willcutt, Erik G (author); Corley, Robin (author)||Publication Date:||2010||DOI:||10.1037/a0017288||Handle Link:||https://hdl.handle.net/1959.11/4969||Abstract:||It is often assumed that differences in teacher characteristics are a major source of variability in children's 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.||Publication Type:||Journal Article||Source of Publication:||Journal of Educational Psychology, 102(1), p. 32-42||Publisher:||American Psychological Association||Place of Publication:||United States of America||ISSN:||0022-0663||Field of Research (FOR):||170103 Educational Psychology||Socio-Economic Outcome Codes:||930299 Teaching and Instruction not elsewhere classified||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal||Statistics to Oct 2018:||Visitors: 845
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