许多研究都表明，教师是影响学生成绩的重要因素。对教师效能的研究有着悠久的历史，现在主要通过考察教师的课堂实践和学生的学习成果来寻找“通用”的有效教师的特征。随着研究的深入许多研究人员发现随着学生的背景(社会经济地位)和学科领域(如数学和英语)的不同，有效教师的典型行为也存在差异。因此，教师效能的模型需要纳入导致这些不同的因素，而不仅仅是寻找有效教师的共有特征。在过去二十年里，“增值性评价”开展起来，这种评价方法为探讨教师效能以及探讨教师变量和学生的成绩之间的关系提供了一个新的视角。本研究在这种方法的基础上，研究在我国高中教育中语文教师的区分性效能。本研究选取在北京市密云县4所高中的全部语文教师及其学生为研究对象，对09年的高一学生实施标准化语文测验收集他们的初始语文成绩，在10年再次施测收集学生高二时的语文成绩。同时使用自行编制的学生和教师的问卷调查，收集相关的变量信息，共1256名学生和24名教师的信息数据。研究一通过构建增值性评价模型，通过检验教师变量和学生分类变量的交互作用探讨教师效能是否会因为学生性别、学习能力、家庭社会经济地位水平的不同而不同。研究二分别建立以积累成绩和阅读成绩为因变量的增值模型，研究教师在积累部分和阅读部分的效能是否相同，以及影响积累和阅读成绩的教师变量有哪些。研究结果如下：(1) 对于不同类型的学生，教师对其语文成绩的影响并不相同。对于学习能力不同的学生，教师的评价反馈和师生互动对于低能力学生而言更具效能；教师职称对高能力学生的成绩起到相对促进作用；教师职称和评价反馈能力对母亲月收入较低的学生具有相对更为积极的影响。(2) 语文学科内积累和阅读两个维度的教师效应值不尽相同，两个维度效应值分别居于平均线两侧的共有3位教师。语文学科内积累与阅读部分的教师效应排名发现，有三个教师的效能排名是相同的，其余21名教师的效能排名差异在1—5名之间。(3) 教师变量中，教师的语言表达能力、组织教学能力、师生互动对学生语文积累成绩具有显著影响；教师性别、语言表达能力对学生语文阅读成绩具有显著影响。我们的研究结果表明，在大多数情境下，忽视这些效能的区分性会对大部分教师效能的估计产生偏差。对于教师效能的研究者来说，在通用模型的基础上进行区分性的研究是十分重要的。

Many studies have demonstrated that teacher is the important factor influencing students’ achievement. Research into teacher effectiveness has a long history, but has up to now largely focused on finding characteristics of ‘generic’ effective teachers by measuring teachers’ classroom practice and cognitive student outcomes. While many of the early teacher effectiveness researchers found differences in effective teacher behaviors depending on student background (socioeconomic status) and subject area (e.g. math and English) . Therefore a model of teacher effectiveness might be required to incorporate measures of effectiveness across these different aspects rather than be limited to generic aspects.A new evaluation method ‘Value-Added Assessment’, developed in the last two decades, provides a new perspective for studying teacher effectiveness and the relationship between teacher variables and students’ achievement. Based on the new method, this study explored teacher's differentiated effectiveness in the context of Chinese education of high school in China. The subjects of this study were the Chinese teachers from 4 high schools in Miyun District, Beijing. Firstly, we employed the standardized Chinese tests of two years for first-grade collecting achievement scores and again the next year. Secondly, we used the self-developed student and teacher questionnaires to collect relevant variables information. And there were data of 1256 students and 24 teachers’ information. According to the previous studies about the relationship between teacher variables and students’ achievement, this study identified three aspects of teacher variables—teacher characteristics, teacher certificate, classroom teaching behavior, a total of 9 specific teacher variables. Based on the idea of value-added assessment, we first constructed two value-added models to examine whether there is a differential effectiveness in subject area. For this the dependent variable are accumulation score and reading score respectively. Then on the condition of controlling students’ background information, we examined the interaction between teacher variables and students’ group variables (learning ability and SES). According to the value-added model, the findings of the study involve: (1) Among student variables and teacher variables, we find evidence of these interactions between student learning ability and teachers' professional titles, assessment and feedback, teacher-student interaction, and between student SES and teachers' gender, language skills, organization teaching ability. (2) There were great difference between accumulation and reading area in teacher effectiveness. Only 3 teachers has the same rank in the two parts from the 24 teachers, the others had different rankings. The score of teacher effect on accumulation and reading are to some extent different. There are three teachers who’s effect scores are just opposite to each other.(3)Among the teacher variables, teacher’s language skills, organization teaching ability, teacher-student interaction had significant effect on student accumulation achievement; teachers’ gender, teacher’s language skills had significant effect on student reading achievement.Our findings suggest that ignoring these interactions is not likely to introduce appreciable bias in estimated teacher effects for most teachers in most settings. It is important of teacher effectiveness research that goes beyond generic models to examine differentiated effectiveness