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Full-Text Articles in Education

Teacher Depth Of Knowledge As A Predictor Of Student Achievement In The Middle Grades, Tracy Henshaw Jackson May 2010

Teacher Depth Of Knowledge As A Predictor Of Student Achievement In The Middle Grades, Tracy Henshaw Jackson

Dissertations

Schools strive to hire highly qualified teachers to educate and empower students to become high performers (NCEE, 1983; Erickson, 1995). As a part of this effort, teachers are required to obtain specific skills and certification to meet students’ academic needs. While the intent is recognized, there continues to be a discrepancy between highly qualified teachers in the middle grades and student achievement (The Nations Report Card, 2005; Turner-Bissett, 1999). Therefore, it is imperative to examine teachers’ perceptions and instructional strategies that may influence students’ achievement.

The purpose of this study was to determine whether there is a correlation between high-performing ...


A State Level Analysis Of Teach For America's Impact On Student Achievement, Steven Ferguson Jan 2010

A State Level Analysis Of Teach For America's Impact On Student Achievement, Steven Ferguson

CMC Senior Theses

Teach For America (TFA) has seen its profile and list of donors expand tremendously in recent years. Despite its success in attracting support, research on the effectiveness of the program has been inconclusive. This study investigates the impact of TFA on student achievement measured at the state level. Panel data from grades 4 and 8 are analyzed to examine how the presence of TFA corps members in a state impacts student test scores compared to states which have no TFA corps members.


Changing The Face Of Student Teaching Through Co-Teaching, Nancy L. Bacharach, Teresa W. Heck, Kathryn Dahlberg Jan 2010

Changing The Face Of Student Teaching Through Co-Teaching, Nancy L. Bacharach, Teresa W. Heck, Kathryn Dahlberg

Teacher Development Faculty Publications

In this article, the authors challenge the status quo of current student teaching practice which has remained relatively unchanged for close to 100 years. This four year study identifies the differences between a co-teaching and a non-co-teaching model of student teaching. Quantitative and qualitative results clearly demonstrate the positive impact of co-teaching on learners. This emerging practice of co-teaching in student teaching holds great promise in transforming the world of teacher preparation.