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ERIC Number: ED447128
Record Type: Non-Journal
Publication Date: 2000-Oct
Pages: 41
Abstractor: N/A
Reference Count: N/A
How Teaching Matters: Bringing the Classroom Back into Discussions of Teacher Quality.
Wenglinsky, Harold
This report study explored how improving teachers' classroom practice could improve teacher quality. Data were examined on 7,146 8th graders who took the National Assessment of Educational Progress (NAEP) mathematics assessment in 1996 and 7,776 8th graders who took the NAEP science assessment in 1996. Three types of teacher quality were measured: teacher inputs (e.g., education levels and years of experience); classroom practices (e.g., use of small-group instruction or hands-on learning); and professional development. Three chapters examine: "Proposals to Improve Teacher Quality and What We Know about Their Effectiveness,""A Portrait of America's Teachers and Their Classroom Practices," and "Linking Aspects of Teacher Quality to Student Test Scores." Results supported the notion that conveying higher-order thinking skills leads to improved student performance and supported the effectiveness of individualizing instruction to accommodate the differing knowledge and skills which different students bring to the classroom. Professional development in cultural diversity and awareness was linked to higher mathematics test scores. There were no benefits from working in small groups, and students suffered academically from lack of point-in-time testing. An appendix describes study methodology. (Contains 26 references.) (SM)
Policy Information Center, Mail Stop 04-R, Educational Testing Service, Rosedale Road, Princeton, NJ 08541-0001 ($10.50). Tel: 609-734-5694; Fax: 609-734-1755; e-mail: For full text:
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Milken Family Foundation, Beverly Hills, CA.
Authoring Institution: Educational Testing Service, Princeton, NJ. Policy Information Center.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress