Literaturnachweis - Detailanzeige
| Autor/inn/en | Goldhaber, Dan; Anthony, Emily |
|---|---|
| Institution | Urban Inst., Washington, DC. |
| Titel | Can Teacher Quality Be Effectively Assessed? National Board Certification as a Signal of Effective Teaching |
| Quelle | (2005), (48 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Teacher Effectiveness; National Standards; Teacher Certification; Teacher Competencies; Teacher Evaluation; Elementary School Students; Academic Achievement; Teacher Influence; Elementary School Teachers; National Competency Tests |
| Abstract | In this paper, we describe the results a study assessing the relationship between the certification of teachers by the National Board for Professional Teaching Standards (NBPTS) and elementary level student achievement. We examine whether NBPTS assesses the most effective applicants, whether certification by NBPTS serves as a signal of teacher quality, and whether completing the NBPTS assessment process serves as catalyst for increasing teacher effectiveness. We find consistent evidence that NBPTS is identifying the more effective teacher applicants and that National Board Certified Teachers are generally more effective than teachers who never applied to the program. The statistical significance and magnitude of the "NBPTS effect," however, differs significantly by grade level and student type. We do not find evidence that the NBPTS certification process itself does anything to increase teacher effectiveness. Data tables are appended. (Contains 7 tables, 1 figure, and 49 endnotes.) (Author). |
| Anmerkungen | The Urban Institute, 2100 M St., NW, Washington, DC 20037. Tel: 202-261-5687; Fax: 202-467-5775; Web site: http://www.urban.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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