http://rescience.org/x/issue/feed 2022-04-09T10:02:52+00:00 Etienne Roesch e.b.roesch@reading.ac.uk Open Journal Systems <p><span style="font-weight: 400;"><strong>ReScience X</strong> is an open access, peer-reviewed, academic journal for the dissemination of replicated experimental research. Our aim is to improve the way we do science together, by encouraging the replication of already published research, promoting open research practices, and fostering dialogue between researchers.</span></p> <p><span style="font-weight: 400;"> ReScience X is a sister project of <a title="ReScience C" href="http://rescience.github.io" target="_blank" rel="noopener">ReScience C</a>, a peer-reviewed outlet for replicated computational research. Whilst the original ReScience journal focuses on computational research, ReScience X focuses on experimental work, across disciplinary fields. ReScience X fills a particular gap in academic scholarship and academic publishing, in response to several issues that grew bigger over the years, and which we believe now hinder our capacity to advance science. ReScience X is maintained by researchers on a voluntary basis. Our ambition is to enable an open and supportive space of discussion for experimental science. We promote open data, open code, open access, and open peer-review.</span></p> <p>&nbsp;</p> <p style="text-align: right;"><strong>Etienne B. Roesch &amp; Nicolas P. Rougier</strong></p> http://rescience.org/x/article/view/8 2022-04-09T10:02:52+00:00 Rachel Renbarger rachelrenbarger@gmail.com Tracey Sulak tracey_sulak@baylor.edu Grant Morgan grant_morgan@baylor.edu

<p>Many educational reforms in the United States incorporated teacher qualifications into their design to better the quality of public education. However, research remains mixed as to whether teacher quality impacts student achievement. This study aimed to replicate a study prior to recent teacher education reforms to understand what differences exist, if any, in the relationships between teacher qualifications and elementary student achievement. A federal data source was used to examine school-, teacher-, and student-level variables on first grade reading and mathematics achievement. Results indicate that few school- and student-level variables relate to reading and mathematics achievement, yet no teacher-level predictors related to first grade achievement. The paper concludes with a discussion on similar studies and limitations.</p>

2022-04-09T09:57:09+00:00 Copyright (c) 2022 Rachel Renbarger, Tracey Sulak, Grant Morgan