Teacher relationship skills and student learning por Maximiliaan W.P. Thijssen , Mari Rege & Oddny J. Solheim

 

Marca el siguiente enlace

Teacher relationship skills and student learning

por Maximiliaan W.P. Thijssen , Mari Rege , Oddny J. Solheim 

Nota:  Evidencia cuantitativa de que las habilidades de relación del maestro afectan la capacidad de aprendizaje de los estudiantes. Además, de que los niños y niñas nacidos en hogares de bajo nivel socioeconómico parecen beneficiarse más de las relaciones positivas en el aula.

Maximiliaan W.P. Thijssen, Mari Rege, Oddny J. Solheim,

Teacher relationship skills and student learning,

Economics of Education Review,

Volume 89,

2022,

102251,

ISSN 0272-7757,

https://doi.org/10.1016/j.econedurev.2022.102251.

(https://www.sciencedirect.com/science/article/pii/S0272775722000280)

Abstract: Despite extensive evidence on variation in teacher value-added, we have a limited understanding of why some teachers are more effective in promoting human capital than others. Using rich, high-quality data from Norway, we introduce and validate a new approach to measuring teachers’ overall capacity to form positive relationships in the classroom, relying on student survey items previously developed and validated (at the student level) in the education literature. We denote this measure as teacher relationship skills. We find that teacher relationship skills are highly stable over time. Furthermore, there is not only substantial variation in teacher quality, as measured by students’ learning outcomes conditional on past achievement, but also in teacher relationship skills, even within the same school. Finally, by relying on as-good-as random assignment of students to classes, we show that teacher relationship skills affect student learning.

Keywords: Educational economics; Human capital; Teacher quality; Teacher relationship skills; Academic achievement; And social-emotional skills