Defining Teacher Quality: An Examination of the Relationship Between Measures of Teachers' Instructional Behaviors and Measures of Their Students' Academic Progress Public Deposited

Downloadable Content

Download PDF
Last Modified
  • March 20, 2019
Creator
  • Carter, Pamala J.
    • Affiliation: School of Education
Abstract
  • This study will investigate the varying behaviors associated with efforts by teachers to plan, prepare and implement instructional practices for their students. Efforts will be made to distinguish differences in these behaviors in an effort to identify those behaviors that are associated with teachers that have produced high value-added gains scores among the students they teach. This study will explore possible measures that might begin to provide such data for improving teacher effectiveness. Findings from this study provide useful information in exploring the complexities involved in observing effective teaching that promotes student learning. There are factors that, in this study that are proven predictors of teacher effect scores. There are other factors, of this study that have proven to make a difference when experience has been considered. There are, no doubt, other factors that are yet to be explored that may contribute as much or more to the equation of best instructional behaviors proven to increase student progress. It is the belief of the researcher that a perfect observational instrument has not been found. Much more work is necessary before we put children in jeopardy of being recipients of poorly constructed instructional strategies that are not grounded in a series of sound and rigorous scientific inquiries. Without a connection between teaching and learning, the act of teaching becomes negligible. We must continue to ask ourselves if the observational instruments we use explain practices found to promote student learning. It is imperative that educational researchers continue to search and question tools being used to determine instructional practices that are most effective at promoting student learning.
Date of publication
DOI
Resource type
Rights statement
  • In Copyright
Advisor
  • Noblit, George W.
Language
Access
  • Open access
Parents:

This work has no parents.

Items