National Board Certified Teachers are Making a Difference in Student Achievement: Myth or Fact?

Autor/in	Rouse, William A., Jr.
Titel	National Board Certified Teachers are Making a Difference in Student Achievement: Myth or Fact?
Quelle	In: Leadership and Policy in Schools, 7 (2008) 1, S.64-86 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
Schlagwörter	National Standards; Teacher Certification; Professional Associations; Accreditation (Institutions); Clearinghouses; Teacher Effectiveness; Matched Groups; Teacher Evaluation; Elementary School Teachers; High Stakes Tests; Control Groups; Achievement Gains; Portfolio Assessment; Predictor Variables; North Carolina + Suchen Sie Ihr Suchwort? Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Achievement gain; Leistungssteigerung; Portfoliobeurteilung; Prädiktor
Abstract	The National Board for Professional Teaching Standards, founded in 1987, serves as a clearinghouse for National Board Teacher Certification whereby individuals must demonstrate competence and professional teaching excellence through a two-part process. Accordingly, this particular advanced level of teacher certification has perpetuated the perception that increased knowledge and skill in teaching, recognized by this type of certification, may create a higher trained, better equipped workforce to meet the needs of the students, which may ultimately increase student achievement and academic performance. The debate over the National Board for Professional Teaching Standards movement to improve the quality of the teaching workforce suggests that this higher set of standards for teachers may impact the student achievement of youngsters across the nation. Fifty-four kindergarten through eighth grade National Board Certified Teachers and non-National Board Certified Teachers from one Local Educational Agency in eastern North Carolina participated in the study. The fifty-four teacher participants represented 27 National Board Certified Teachers and 27 non-National Board Certified Teachers. A matched-pair design was used along with a correlated samples t-test with an a priori of 0.05 to analyze the achievement level scores of the students. Results of the study revealed that a statistically significant difference did not exist in student achievement for National Board Certified Teachers and non-National Board Certified Teachers at the K-8 grade levels. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10