Researchers have studied the relationship between teacher actions and test scores. 'Teacher effectiveness research' doesn't tell us all we need to know about effective teachers. Effective teachers believe their students are capable of learning and they can teach them successfully. They move through the curriculum at a pace that challenges students to keep up.
Researchers have studied the relationship between teacher actions and test scores. 'Teacher effectiveness research' doesn't tell us all we need to know about effective teachers. Effective teachers believe their students are capable of learning and they can teach them successfully. They move through the curriculum at a pace that challenges students to keep up.
Researchers have studied the relationship between teacher actions and test scores. 'Teacher effectiveness research' doesn't tell us all we need to know about effective teachers. Effective teachers believe their students are capable of learning and they can teach them successfully. They move through the curriculum at a pace that challenges students to keep up.
Summary of Conclusions from Teacher Effectiveness Research Early in the 1970s, educational researchers interested in improving teachers performance and students learning in school began studying the relationship between teachers actions in the classroom and students scores on school tests. These researchers identified certain teacher actions that have a positive effect on students school test scores. This research is called teacher effectiveness research More recently, researchers have identified teachers actions that not only result in satisfactory test scores but also have a positive effect on school attendance, promotion to the next grade on time, graduation on time, cooperative behavior in school, and students beliefs that they can learn in school. While the teacher effectiveness research doesnt tell us all we need to know about effective teachers and satisfactory learning for all students in school ,it does direct our attention to teacher actions that are associated with students test scores that are satisfactory. Conclusions from the many studies of teachers actions in the classroom can be summarized in different ways. Two summaries are provided here. Adapted from Goe, L., Bell, C., & Little, O. (2008). Approaches to evaluating teacher effectiveness: A research synthesis. National Comprehensive Center for Teacher Quality. Washington, DC. Effective teachers believe their students are capable of learning and they can teach them successfully. If students do not learn from a lesson, these teachers teach it again using a different method and, perhaps, different materials. Effective teachers organize life in the classroom so that time is used for learning and students are not sitting at their desks with nothing to do or roaming around the classroom.
Effective teachers move through the curriculum at a pace that
challenges students to keep up but in relatively small steps to minimize frustration and allow continuous progress. Effective teachers are active teachers in that they demonstrate skills, explain concepts, design problems for students to solve and review regularly. They emphasize understanding and application of knowledge. They provide ample -2opportunity for practice. They encourage students to take personal responsibility for learning. They move around the classroom continuously to maintain contact with students.
Adapted from Good, T. L., & Brophy, J. E. (2008). Looking in
Classrooms (10th Ed.). Boston: Pearson Effective teachers respect young peoples minds and have high expectations for all students. Effective teachers use many methods and instructional resources to plan and structure engaging learning opportunities; monitor student progress continuously; adapt instruction based on assessment data; and evaluate learning using multiple sources of evidence. Effective teachers contribute to the development of students who value diversity and civility in interactions with other people. Effective teachers collaborate with parents, other teachers, principals, and educational professionals to promote student learning. Also adapted from Good and Brophy (2008) Effective teachers set goals for instruction that are at a just manageable level of difficulty for students build learning in small steps
connect new concepts to knowledge students have already
acquired monitor student work and provide feedback ask good questions achieve appropriate pacing for instruction ________________________________________________________________________ _________________________ You now have three lists of teachers actions in classes where students earn high scores on school tests and graduate from secondary school. Read the lists again and create one list that includes all of the actions but does not repeat any action. Using the form given to you by your teacher, create a checklist that you can use when you observe a teacher in a classroom. VERY IMPORTANT NOTE TO STUDENTS There are two important limitations to this research from your perspective. First, it was conducted in schools in western, non Islamic countries. There is a reason to share it with you, though. Most of the conclusions are consistent with contemporary research on learning that are believed to be universal to all human learning. Second, all of this research uses statistics the produce correlations. You will learn, if you dont already know that correlations simply tell us that two events occur together. The statistic doesnt tell us that one event is causing the other to occur. So, we know that students in classrooms where teachers engage in these actions earn higher test scores than do students in classrooms where teachers do not engage in these actions. We do not know which, if any, of these actions cause higher test scores. As indicated earlier, findings from this research are consistent with evidence about some universal principles of learning. If you understand that the teacher actions summarized here are not causal facts, you can use the research with confidence, modifying it, as indicated for Pakistan.