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ERIC Number: EJ763337
Record Type: Journal
Publication Date: 2006
Pages: 8
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-1539-9664
Climb Every Mountain: Teachers Who Think They Should Make a Difference...Do!
LoGerfo, Laura
Education Next, v6 n3 p68-75 Sum 2006
The basics of No Child Left Behind (NCLB)--adequate yearly progress benchmarks, provision of supplemental services, and a "highly qualified" teacher in every classroom--are known. The intense scrutiny of the "how to" of those basics has resulted in a mix of impassioned criticism and effusive praise. What has been left largely unexamined in the hubbub is perhaps the law's central, if unspoken, principle: that a serious commitment to learning-for-all can help make it so. Indeed, the NCLB legislation calls for "greater responsibility" from teachers and schools for student learning. This article talks about a study conducted by the author to explore whether a teacher's own sense of responsibility for that learning makes any difference to students learning and how to nurture that sense of responsibility. The author's study of a nationally representative sample of 1st graders and their teachers suggests that teachers who take personal responsibility for student learning can improve student achievement, specifically, children with teachers who have a greater sense of responsibility for student outcomes learn more in reading during the 1st grade. Unfortunately, the findings presented here also suggest that the teachers of economically disadvantaged students are less likely to take responsibility for student outcomes. It should not be dedicated solely to the daunting task of identifying, hiring, and retaining more responsible teachers. In this article, the author found that a teacher's work environment has a strong relationship with the commitment to student learning. Teachers who report that their school's leadership is supportive of their efforts in the classroom have a much greater sense of responsibility, as do teachers in Catholic schools. Improving the quality of school leadership could also be an effective means of staffing the nation's classrooms with responsible teachers. (Contains 2 figures.)
Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001