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ERIC Number: EJ955811
Record Type: Journal
Publication Date: 2010
Pages: 12
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-0740-7874
Characteristics of High-Quality Teachers
Jones, Jason E.; Gulek, James C.
ERS Spectrum, v28 n3 p1-12 Sum 2010
The purpose of this study was to examine the characteristics of high-quality teachers who used a structured mathematics program for teaching, namely the Math Achievement Program (MAP[superscript 2]D), which demonstrated significant gains on student achievement as measured by California's Standards Test (CST) in mathematics. Specifically, the primary objective of this research was to examine the degree to which years of teaching experience, professional development, academic preparation, and NCLB highly qualified status resulted in high-quality teaching (HQT). Correlational and causal-comparative research designs were used. A convenience sampling procedure was used to select 448 fourth- and fifth-grade teachers. California Standards Test (CST) scores in mathematics were used as an indirect measure of teacher quality that was expressed as Teacher Quality Index (TQI). A value-added technique was also used to compute the TQI score for each teacher. Results showed that statistically significant differences existed across years of teaching experience, teachers' educational levels, NCLB/HQT status, teachers' gender, and teacher second language certification type on student achievement. Discussion included implications of this research for teachers, principals, human resource departments, curriculum and professional development, teacher preparation programs, and federal and state policies. (Contains 3 tables.)
Educational Research Service.
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001