The phrase "a teacher effect" is correct and usable in written English.
It can be used in discussions about the impact or influence that a teacher has on students' learning outcomes or experiences.
Example: "The study aimed to measure the teacher effect on student performance across different subjects."
Alternatives: "teacher impact" or "influence of a teacher".
Wright et al. (1997) found the teacher effect is a dominant factor affecting student academic gain more than the classroom context variables of heterogeneity among students and class sizes.
Since only part of a teacher's effect persists –students don't retain a great deal of what they learn – it's a bit implausible to take one-year gains and project them out across several years.
In contrast, there is ample evidence that a teacher's effect on test scores "decays" rather quickly over time, and there is still little idea of how to best account for this phenomenon (though recent advances are very interesting).
On a similar note, the "X consecutive teachers" argument depends on the assumption that a teacher's effect is "persistent" – that it does not diminish over time (see here for a great technical discussion of how this applies to Sanders and Rivers).
Researchers are trying to answer teachers' questions about whether such a feat is possible are observations biased, for example, and can one isolate a teacher's effect on a students' progress?The biggest change may come with the reauthorisation of the Elementary and Secondary Education ESEAA) bill.
Since there are no false beliefs, the change that a teacher can effect is not a change from false belief to true belief or knowledge.
NEW YORK -- A few years ago, Bill Gates decided to learn more about whether a teacher's effect on student learning could be measured.
The formula--in what is called a "value-added" model--tries to determine a teacher's effect on a student's FCAT performance by predicting what that student should score in a given year, and then rating the teacher on whether the student hits, misses or surpasses the mark.
Finally, I examine the predictive validity of teacher effect estimates on students' attitudes and behaviors amongst a subset of teachers who were randomly assigned to class rosters within schools.
These teacher effect estimates have moderate to strong predictive validity.
