Conceptual Models for Determining the Influence of Classroom Teachers on Learner Cognitive Attainment
Procedures from educational policy research were used in this investigation to produce three conceptual models for determining teacher effects in classrooms. These models were used as a basis for determining the influence of teach ers on learner attainment of law-related content. Structural equations for these three models and comparisons of the solutions to the various regression models were developed for 485 fifth grade learners and 25 teachers. The compari sons yielded results indicating teachers do exert substantial influence on learner cognitive attainment. This use of a sys tem of equations to validate conceptual models on teacher effects empirically holds promise for theory building in teacher education and instructional design.