Effects of teacher professional characteristics on student achievement: an investigation in blended learning environment with standards-based curriculum

Use of different teaching materials and curriculum for the same subjects is always a confounding factor in studies investigating teacher characteristics and student achievement. The purpose of this study is to understand the effects of different teacher qualities on student achievement in high schools with a standards-based curriculum delivered over a blended learning environment. Utilizing quantitative research approach, this study investigates the effects of teacher characteristics and teaching practices in a course offered through Cisco Networking Academy, which has a standards-oriented curriculum delivered online. Participants in the study were 226 teachers and 3299 students from Networking Academies located in the USA. The findings suggest that certain teacher characteristics such as teaching experience, degree, and primary teaching field do not have effects on student achievement.

[1]  Thomas A. Brush,et al.  Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors , 2008, Comput. Educ..

[2]  Curtis J. Bonk,et al.  Future Directions of Blended Learning in Higher Education and Workplace Learning Settings , 2005 .

[3]  R. Bosker.  Boekbespreking van "A.S. Bryk & S.W. Raudenbusch - Hierarchical linear models: Applications and data analysis methods" : Sage Publications, Newbury Parki, London/New Delhi 1992 , 1995 .

[4]  Ray Jones,et al.  Using Blended Learning to Improve Student Success Rates in Learning to Program , 2003 .

[5]  R. Murnane,et al.  The Impact of School Resources on the Learning of Inner City Children. , 1976 .

[6]  Richard T. Watson,et al.  Analyzing Group Data in MIS Research: Including the Effect of the Group , 2001 .

[7]  R. Allen,et al.  The effect of changes in published secondary school admissions on pupil composition , 2012 .

[8]  D. Garrison,et al.  Blended learning: Uncovering its transformative potential in higher education , 2004, Internet High. Educ..

[9]  Anthony S. Bryk,et al.  Hierarchical Linear Models: Applications and Data Analysis Methods , 1992 .

[10]  Robert W. Lissitz,et al.  Estimating the Impact of Instructional Practices on Student Achievement in Science , 1999 .

[11]  Barbara J. Reys,et al.  Standards-Based Mathematics Curriculum Materials: A Phrase in Search of a Definition , 2001 .

[12]  Charles R. Graham.  BLENDED LEARNING SYSTEMS: DEFINITION, CURRENT TRENDS, AND FUTURE DIRECTIONS , 2005 .

[13]  L. Darling-Hammond.  Teacher Quality and Student Achievement , 2000 .

[14]  A. Bryk,et al.  Chapter 5: The Organization of Effective Secondary Schools , 1993 .

[15]  Larry V. Hedges,et al.  The Effect of School Resources on Student Achievement , 1996 .

[16]  Brian Rowan,et al.  What Large-Scale, Survey Research Tells Us About Teacher What Large-Scale, Survey Research Tells Us About Teacher Effects on Student Achievement: Insights From the Prospectus Effects on Student Achievement: Insights From the Prospectus Study of Elementary Schools Study of Elementary Schools , 2015 .

[17]  H. Schoen,et al.  TEACHER VARIABLES THAT RELATE TO STUDENT ACHIEVEMENT IN A STANDARDS-ORIENTED CURRICULUM , 2001 .

[18]  Barbara J. Reys,et al.  Mathematics Curricula Based on Rigorous National Standards: What, Why, and How?. , 1999 .

[19]  Eric A. Hanushek,et al.  The Economics of Schooling: Production and Efficiency in Public Schools , 1986 .

[20]  C. Secker,et al.  Effects of Inquiry-Based Teacher Practices on Science Excellence and Equity , 2002 .

[21]  J. Brophy.  Teacher behavior and student achievement , 1984 .

[22]  A. Bryk,et al.  The Organization of Effective Secondary Schools , 1993 .

[23]  G. Glass.  Teacher Quality and Student Achievement: A Review of State Policy Evidence , 2000 .

[24]  최영한,et al.  미국 NCTM의 Principles and Standards for School Mathematics에 나타난 수학과 교수,학습의 이론 , 2002 .

[25]  Daniel F. McCaffrey,et al.  Interactions Among Instructional Practices, Curriculum, and Student Achievement: The Case of Standards-Based High School Mathematics , 2001 .

[26]  Teacher Quality and Student Achievement. Urban Diversity Series. , 2003 .

[27]  L. Darling-Hammond.  Teacher Quality and Student Achievement: A Review of State Policy Evidence , 2000 .

[28]  Neil Williams,et al.  Improving student achievement and satisfaction by adopting a blended learning approach to inorganic chemistry , 2008 .

[29]  Lynn T. Goldsmith,et al.  What Is a Standards-Based Mathematics Curriculum?. , 1999 .

[30]  Helen F. Ladd,et al.  Teacher Credentials and Student Achievement: Longitudinal Analysis with Student Fixed Effects. , 2007 .

[31]  A. Su,et al.  The National Council of Teachers of Mathematics , 1932, The Mathematical Gazette.

[32]  A. Mood,et al.  Equality of Educational Opportunity. , 1967 .

[33]  Charles R. Graham,et al.  Blended Learning Environments , 2005 .

[34]  Jaap Scheerens,et al.  The Foundations of Educational Effectiveness , 1997 .

[35]  C. Hirsch.  Curriculum and Evaluation Standards for School Mathematics , 1988 .

[36]  Dan Goldhaber,et al.  Why don't schools and teachers seem to matter? : assessing the impact of unobservables on educational productivity , 1997 .

[37]  Harold H. Wenglinsky.  The Link Between Teacher Classroom Practices and Student Academic Performance , 2002 .