Chapter 12 A validity study of the certification system of the National Board for Professional Teaching Standards

Published on Jan 1, 2004in Advances in Program Evaluation
· DOI :10.1016/S1474-7863(07)11012-7
Tracy Smith3
Estimated H-index: 3
,
Tracy Smith8
Estimated H-index: 8
+ 1 AuthorsLloyd Bond6
Estimated H-index: 6
Sources
Abstract
This article describes a construct validation study of the National Board for Professional Teaching Standards’ system of advanced certification. The evidence analyzed in the study included teachers’ instructional objectives and lesson plans for a given instructional unit, data collected during visits to all 65 teachers’ classrooms, and transcripts of scripted interviews of the teachers and their students. Two validity questions were examined in this comparative study: (a) To what extent is the National Board's vision of accomplished practice, as laid down in its Standards documents and as instantiated in its assessments, consonant with the characteristics of teaching expertise that have emerged from the research and scholarly literature?, and (b) Can National Board Certified teachers (NBCTs) and their noncertified counterparts (non-NBCTs) be distinguished on the basis of the quality of work produced by their students? In every comparison between NBCTs and non-NBCTs on the dimensions of teaching excellence, NBCTs obtained higher mean scores. In 11 of the 13 comparisons, the differences were highly statistically significant.
📖 Papers frequently viewed together
19 Citations
340 Citations
19 Citations
References28
Newest
#1Michelene T. H. ChiH-Index: 67
#2Robert GlaserH-Index: 52
Last. Marshall J. FarrH-Index: 2
view all 3 authors...
Contents: M.T.H. Chi, In Memoriam. R. Glaser, M.T.H. Chi, Overview. M.I. Posner, Introduction: What Is It to Be an Expert? Part I:Practical Skills. D.R. Gentner, Expertise in Typewriting. K.A. Ericsson, P.G. Polson, A Cognitive Analysis of Exceptional Memory for Restaurant Orders. J.J. Staszewski, Skilled Memory and Expert Mental Calculation. Part II:Programming Skills. E. Soloway, B. Adelson, K. Ehrlich, Knowledge and Processes in the Comprehension of Computer Programs. J.R. Anderson, P. Piroll...
2,013 CitationsSource
#1Leslie G. Vandevoort (ASU: Arizona State University)H-Index: 1
#2Audrey Amrein-Beardsley (ASU: Arizona State University)H-Index: 18
Last. David C. Berliner (ASU: Arizona State University)H-Index: 81
view all 3 authors...
Contemporary research on teaching indicates that teachers are powerful contributors to students’ academic achievement, though the set and interrelationships of characteristics that make for high-quality and effective teaching have yet to be satisfactorily determined. Nevertheless, on the basis of the extant research and a vision of exemplary teaching, the National Board for Professional Teaching Standards stipulated a definition of a superior teacher. The Board did this without empirical evidenc...
443 CitationsSource
#1Dan Goldhaber (UW: University of Washington)H-Index: 61
In this paper, we describe the results of the first large-scale study, based on a unique data set from North Carolina, assessing the relationship between the certification of teachers by the National Board for Professional Teaching Standards (NBPTS) and elementary- level student achievement. Our findings indicate that NBPTS is successfully identifying the more effective teachers among applicants, and that NBPTS-certified teachers, prior to becoming certified, were more effective than their non-c...
139 Citations
#1Douglas E. RalphH-Index: 1
8 Citations
#1Teresa M. PettyH-Index: 1
10 Citations
#1Jonelle Pool (Gettysburg College)H-Index: 2
#2Chad D. Ellett (LSU: Louisiana State University)H-Index: 11
Last. Charmaine Carey-LewisH-Index: 1
view all 4 authors...
Six mini case studies of teachers certified by the National Board of Professional Teaching Standards (NBPTS) were completed using systematic classroom observations, individual teacher interviews, and semi-structured individual and focus group interviews with school site administrators and colleague teachers. Classroom teaching practices of six teachers (2 elementary, 2 middle/Jr. High, 2 High School) in a large southeastern urban district were assessed by two trained observers, and semi-structur...
20 CitationsSource
#1Jan H. van Driel (LEI: Leiden University)H-Index: 50
#2D Douwe Beijaard (LEI: Leiden University)H-Index: 35
Last. Nico Verloop (LEI: Leiden University)H-Index: 54
view all 3 authors...
In this article, professional development in the context of the current reforms in science education is discussed from the perspective of developing teachers' practical knowledge. It is argued that reform efforts in the past have often been unsuccessful because they failed to take teachers' existing knowledge, beliefs, and attitudes into account. Teachers' practical knowledge is conceptualized as action-oriented and person-bound. As it is constructed by teachers in the context of their work, pra...
1,448 CitationsSource
#1Michael PodgurskyH-Index: 29
This title is a review of: Bond, L., Smith, T., Baker, W. K., & Hattie. J. (2000). The certification system of the National Board for Professional Teaching Standards: A construct and consequential validity study, Center for Educational Research and Evaluation, University of North Carolina, Greensboro.
8 Citations
#1Robert BurroughsH-Index: 1
#2Tammy A. SchwartzH-Index: 1
Last. Martha Hendricks-LeeH-Index: 1
view all 3 authors...
79 CitationsSource
Ms. Moss and Mr. Schutz focus on practices designed to reliably identify accomplished teachers and consider the implications of these practices for leveraging change. The more we learn, and the franker we are with ourselves and our clientele, the more valid the use of tests will become.1 OVER THE PAST few decades, educational administrators, policy makers, and the public they serve have come to rely increasingly on tests and other forms of standardized assessments as primary indicators of the qu...
14 Citations
Cited By55
Newest
#1Ridwan Maulana (UG: University of Groningen)H-Index: 17
#2Stéfanie André (Radboud University Nijmegen)H-Index: 6
Last. Nurul Fadhilah (UI: University of Indonesia)
view all 11 authors...
Effective teaching is a key factor in educational effectiveness and improvement. To facilitate the knowledge exchange regarding effective teaching in secondary education internationally, there has ...
Source
#1Yulia IrnidayantiH-Index: 6
#2Ridwan Maulana (UG: University of Groningen)H-Index: 17
Last. Nurul Fadhilah (UI: University of Indonesia)H-Index: 1
view all 4 authors...
Research on teacher motivation is increasing substantially. Several studies have demonstrated the relationship between the motivation and teaching behaviour of teachers. The objective of this study...
1 CitationsSource
#1Tijmen M. Schipper (UG: University of Groningen)H-Index: 1
#1Tijmen M. Schipper (UG: University of Groningen)H-Index: 1
Last. Klaas van Veen (UG: University of Groningen)H-Index: 19
view all 5 authors...
Abstract Adaptive teaching has become increasingly important in research and practice. However, its complexity calls for effective professional development approaches, such as Lesson Study, that may promote adaptive teaching practices. This study uses a quasi-experimental mixed-methods design, consisting of stimulated recall interviews and classroom observation instruments, to determine whether participating in Lesson Study leads to more adaptive teaching practices in both teachers’ perceptions ...
2 CitationsSource
#1Tamar TasH-Index: 1
#2Thoni HoutveenH-Index: 6
Last. Wim van de GriftH-Index: 19
view all 3 authors...
The purpose of this paper is to answer the question, what progress student teachers make during one academic year, while being trained in a professional learning community, using objective classroom observation, using lesson preparation templates that match their developmental stage and stage-focused mentor feedback.
Source
#1Carmel Patterson (UTS: University of Technology, Sydney)H-Index: 1
This chapter addresses two central questions. What is known about developing expertise and the professional learning needs for expert teachers? How does teacher learning link to the issues and debates found in the melange of professional teaching standards and accreditation? Teacher professionalism and teacher learning that exist across the world are contextualised within the broader international setting. Global perspectives and recent trends for professional learning practices and models are c...
Source
#1Tamar Tas (UU: Utrecht University)H-Index: 1
#2Thoni Houtveen (UU: Utrecht University)H-Index: 6
Last. Melissa Willemsen (UU: Utrecht University)H-Index: 1
view all 4 authors...
Abstract This article focuses on improving the instructional quality of student teachers in elementary education. We developed a coaching approach involving classroom observation and appropriate lesson preparation and feedback templates. Using an untreated control group design with pre-test and posttest (n = 198), we answered the question ‘whether student teachers who learned to teach with the new coaching approach achieved a higher level of pedagogical and didactical teaching skills compared to...
2 CitationsSource
#1Tony LoughlandH-Index: 9
#2Penny VliesH-Index: 1
Teacher adaptability is a key disposition for teachers that has been linked to outcomes of interests to schools. The aim of this study was to examine how the broader disposition of teacher adaptability might be observable as classroom-based adaptive practices using an argument-based approach to validation. The findings from the initial phase of the validation study indicate that there is sufficient warrant to further develop a teacher observation instrument based on the construct of teacher adap...
4 CitationsSource
#1H.T.G. Van den Hurk (UU: Utrecht University)H-Index: 2
#2A. A. M. Houtveen (UU: Utrecht University)H-Index: 6
Last. W. J. C. M. van de Grift (UG: University of Groningen)H-Index: 2
view all 3 authors...
In this study data-feedback in a cyclic model of data-driven teaching was used to enhance the teaching behavior of students registered in a master course for teachers. Differences between pre- and post-test measures in a simple one-group pre-test post-tests design proved to be significant with effect sizes ranging from d = 0.29 to d = 0.76. Improving teaching behavior in a time span of only six weeks on average is remarkable since earlier studies indicated that it takes over 15 years to master c...
15 CitationsSource
#1Ridwan Maulana (UG: University of Groningen)H-Index: 17
#2Michelle Helms-Lorenz (UG: University of Groningen)H-Index: 16
Last. Wim van de Grift (UG: University of Groningen)H-Index: 19
view all 3 authors...
AbstractAlthough effective teaching behaviour is central for pupil outcomes, the extent to which pre-service teachers behave effectively in the classroom and how their behaviour relates to pupils’ engagement remain unanswered. The present study aims to validate a theoretical model linking effective pre-service teaching behaviour and pupil’s engagement, incorporating the role of context and teacher characteristics. The study included a sample of 264 pre-service teachers from 64 secondary schools ...
18 CitationsSource
This study explores the verbal feedback utilized by a group of Moroccan primary school teachers. The intent is to identify feedback types used and how effective they are in building knowledge and scaffolding thinking. The theoretical framework underpinning this study is embedded within the sociocultural perspective that conceptualizes the classroom as a cultural location of meaning in which relationships, functions, regulations, values, and norms are socially constructed. The study draws on obse...
Source