The Influence of Effective Teachers on Student Achievement

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CHAPTER ONE - INTRODUCTION

Overview

The influence of effective teachers upon student academic achievement has long been recognized as a positive factor (Darling-Hammond, 2000; Joyce, Hersh, & McKibbin, 1983; Hargreaves & Fullan (Eds.), 1992; Hord, 1994). Over time, continuity of certain teaching practices and changes in teaching have evolved (Cuban, 1984; Johnson, Musial, Hall, Gollnick, & DuPuis, 1996) as teaching approaches reflected the philosophies and needs of the mainstream culture. The impact of high quality teaching upon student achievement is continually under close scrutiny as the focus of all stakeholders in education remains on school improvement with concerns about assessment of student learning, standardized testing, and annual yearly progress for all K-12 students. The latest research continues to show that teacher quality affects student achievement (Hord, 2009; Quick, Holtzman & Chaney, 2009; Scribner, Sawyer, Watson, & Myers, 2007; Wei, Darling-Hammond, Andree, Richardson, & Orphanos, 2009).

Professional development is a contributing factor in keeping high quality teachers in active and productive teaching careers, and it these high quality teachers who have the most positive impact on student academic achievement (Darling-Hammond & Sykes, (Eds.), 1995; Darling-Hammond & Bransford, 2005; Joyce & Showers, 2002; Marzano, 2007; Showers, Joyce, & Bennett, 1987; Wei, Darling Hammond, Andree, Richardson, & Orphanos., 2009). A recently published study by Wei, et al. addressed professional learning on a national scale and presented detailed information about teachers’ continuing education practices and participation in professional development. In this first status report of a multi-year study about the profession...

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...o Child Left Behind (NCLB) (2001) regulations (Sipp, 2008), educators are concerned with issues relating to understanding developmentally and culturally appropriate practices (Hyun, Morales, Duarte, DiPento, Smrekar, Matthews, & Ardley, 2001), using differentiated instructional practices (Fullan, Hill, & Crevola, 2006) in addition to teaching English language learners (Trent, Kea, & Oh, 2008). With these challenges impacting teaching practices, it is important to understand why teachers participate in mandated professional development in their active career phases, long after receiving the initial certification and teaching credentials. In addition, many teachers are motivated to participate in discretionary professional development (Scribner, 1999), thus, it is also important to examine teachers’ participation in professional learning outside the school district.

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