Brian Byrne|William L. Coventry|Richard K. Olson|Sally J. Wadsworth|Stefan Samuelsson|Stephen A. Petrill|Erik G. Willcutt|Robin P. Corley
“Teacher effects” in early literacy development: Evidence from a study of twins.
University of New England|University of New England|University of Colorado Boulder|University of Colorado Boulder|University of Stavanger|The Ohio State University|University of Colorado Boulder|University of Colorado Boulder
often assumed differences teacher characteristics major source variability childrens educational achievements examine assumption early literacy achievement calculating correlations pairs twin children either share share teacher kindergarten grade 1 grade 2 teacher effects strictly classroom effects would show higher correlations differentclass twin pairs sameclass correlations generally higher differentclass correlations though significantly occasions basis results estimate maximum variance accounted assigned different classrooms 8 upperbound figure teacher effect factors teachers may contribute variation attributable classroom assignment discuss limitations study draw educational implications