Teacher Knowledge and Student Achievement: Revealing Patterns
نویسندگان
چکیده
University researchers and teacher facilitators implemented a state-funded professional development project during the 2005-06 academic year to help county middle school teachers improve student achievement in mathematics. In this paper, we discuss lessons and results from this innovative model, whose iterative cycle includes teacher content knowledge, item analysis from a high-stakes test, pedagogical content knowledge, big mathematical ideas behind test items, and designing-implementing-reflecting on lessons to address critical problem areas in student learning and understanding.
منابع مشابه
Teacher Performance-Based Accountability: Why, What and How
Recent research has identified teacher quality as the most important variable in increasing student achievement. The effect of the teacher on student achievement has been shown to be greater than effects due to class size, school, and student socioeconomic status (Sanders & Horn, 1998). Yet proxies implemented by states and districts to determine teacher quality have been woefully inadequate. T...
متن کاملTesting the No Child Left Behind Act: analyzing assumptions about the link between teacher quality and student achievement
Teachers have long been considered a critical educational resource. The No Child Left Behind Act (NCLB) of 2001 recognizes the importance of educators through its highly qualified teachers mandate. Under NCLB, teachers are deemed highly qualified if they (1) have a bachelor’s degree, (2) possess full state teacher certification, and (3) demonstrate knowledge in the subjects taught. NCLB assumes...
متن کاملReviewing the evidence on how teacher professional development affects student achievement
Topic area focus. As part of the Southwestern Regional Educational Laboratory’s (REL Southwest) fast-turnaround projects, the American Institutes for Research (AIR) will conduct a systematic review of research-based evidence on the effects of professional development on growth in student learning. The main focus of the review will be how students’ achievement in three core academic subjects (En...
متن کاملMaking Sense of the Links: Professional Development, Teacher Practices, and Student Achievement
Background/Context: Although there is substantial evidence that high-quality professional development can improve teacher practices, less evidence exists for the effects of teacher professional development on intermediate outcomes, such as teacher practices, and their ultimate effects on K–12 student achievement. This work links professional development through teacher practices to examine thei...
متن کاملGeneralizations about Using Value-Added Measures of Teacher Quality
The extensive investigation of the contribution of teachers to student achievement produces two generally accepted results. First, there is substantial variation in teacher quality as measured by the value added to achievement or future academic attainment or earnings. Second, variables often used to determine entry into the profession and salaries, including post-graduate schooling, experience...
متن کامل