The purpose of this dissertation is to investigate any variation in the level of mathematics and science courses that students take in high school that can be attributable to the mathematics and science teachers they had in previous grades and explore the relationship between teacher effects on the level of mathematics and science courses that students take and teacher effects on students’ test scores. Using value-added models, I investigated mathematics and science teacher effects on the level of mathematics and science courses their students take in upper grades in high school. I also compared the estimated teacher effects on course levels with the estimated teacher effects on students test scores. The findings showed that both mathematics and science teachers vary in terms of their students taking higher level, more advanced mathematics and science courses in high school. These teacher effects are persistent across classrooms of teachers and the variation of teacher effects is between 0.11 and 0.15 standard deviation. These variations are more than or equal to the variation of teacher effects on students’ test scores. Moreover, mathematics and science teacher effects on the level of mathematics and science courses their students take in upper grades vary by student characteristics. The largest difference in teacher effects was found between students who receive exceptional education and students who do not receive exceptional education. Finally, this study also showed weak relationships between the estimated teacher effects on the level of mathematics and science courses taken and teacher effects on test scores. This suggests that teachers who increase students’ test scores are not necessarily the ones who also increase their students’ course-level outcomes. Further research is needed to investigate teacher effects on the level of future mathematics and science courses students take in experimental settings. Exploring the mechanism that show the relationship between teachers and the level of courses students is also another area for future research. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / 2019 / September 5, 2019. / Course Taking, Teacher Effectiveness / Includes bibliographical references. / Courtney Preston, Professor Co-Directing Dissertation; Linda Schrader, Professor Co-Directing Dissertation; Sherry Southerland, University Representative; Patrice Iatarola, Committee Member; Lara Perez-Felkner, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_752449 |
| Contributors | Oz, Elif (author), Preston, Courtney (professor co-directing dissertation), Schrader, Linda B. (professor co-directing dissertation), Southerland, Sherry A., 1962- (university representative), Iatarola, Patrice (committee member), Perez-Felkner, Lara (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Leadership and Policy Studies (degree granting departmentdgg) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text, doctoral thesis |
| Format | 1 online resource (164 pages), computer, application/pdf |
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