Preliminary Analysis Report: Construct Validity Study of the National Board for Professional Teaching Standards.

Autor/inn/en	Bond, Lloyd; Smith, Tracy; Baker, Wanda K.
Institution	National Partnership for Excellence and Accountability in Teaching, Washington, DC.
Titel	Preliminary Analysis Report: Construct Validity Study of the National Board for Professional Teaching Standards.
Quelle	(2000), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Alternative Teacher Certification; College Faculty; College Students; Elementary Secondary Education; Higher Education; National Teacher Certification; Teacher Competencies; Teacher Competency Testing; Teaching Skills + Suchen Sie Ihr Suchwort? Schulleistung; Fakultät; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	This study examined (1) whether students taught by National Board for Professional Teaching Standards (NBPTS)-certified teachers would produce higher quality work than students of teachers who attempted NBPTS certification but were not certified; (2) whether the observed classroom behaviors of NBPTS-certified teachers would be demonstrably different from those of teachers who attempted certification but were not certified; and (3) whether NBPTS-certified teachers and teachers who were not certified would differ in the number, variety, and nature of professional activities and involvement. The study sample included 65 teachers from 3 states who had sought NBPTS certification. Data collection involved classroom observations, teacher surveys regarding their lesson planning and teaching philosophy, and student surveys immediately following the observed lessons. Casebooks were made for each of the 65 teachers, with information including the questionnaire, the narrative record, the classroom observation protocol, the lesson transcript, student interviews, and teacher interviews. Researchers also conducted telephone interviews with 40 traditionally-certified teachers and 40 NBPTS-certified teachers. Finally, researchers analyzed the writing scores and work samples of students who had been taught by NBPTS-certified and non-NBPTS teachers. This report presents plans for scoring and analyzing the data. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC