| Is it really possible for a teacher to be impartial in | | | | disadvantaged students. It does still suggest, |
| the way they treat their students? Some may | | | | however, that effective teachers promote |
| argue they can, but research suggests otherwise. | | | | student achievement for all students, even though |
| When this phenomenon was recently investigated | | | | effective teachers do not close the achievement |
| in a focused study, researchers determined that | | | | gap. |
| teachers do in fact play favorites and it shows | | | | The Gap |
| through in the way a child performs academically. | | | | Previous research suggests that minority and |
| The good news is that this same research also | | | | disadvantaged students are less likely to have |
| suggests that elementary teacher effective in | | | | been taught be an effective teacher. As this |
| one grade level leads to higher academic | | | | research shows all students benefit from |
| achievement in the following grade. In other | | | | effective teachers, it would suggest that the |
| words, effective teachers have the ability to | | | | NCLB framework policies be changed to |
| significantly increase achievement for all students. | | | | encourage effective teachers to teach in schools |
| In addition, effective teachers are cumulative and | | | | with higher proportions of minority and |
| the more exposure students have to such | | | | disadvantaged students. |
| teachers, the better they will do in elementary | | | | When these students have access to a teacher |
| school. | | | | who can be effective in the classroom, it can |
| The results of two level HLM tests suggest that | | | | improve the overall quality of the U.S. educational |
| in certain grades and achievement tests, some | | | | system. The future of the country depends on |
| student groups gain benefit from effective | | | | quality education for ALL students, not just those |
| teachers, while other groups do not. The deviation | | | | that fit into a specific socioeconomic mold that no |
| from the standard is so minimal however, that it | | | | longer reflects the face of the nation. |
| lends to the belief that effective teachers | | | | Of course, as this research suggests, there is in |
| positively affect the academic performance and | | | | the school systems what is called a "creaming" |
| achievement of all students. A teacher that can | | | | process. First year teachers end up filling in the |
| make a positive impact on her students will deliver | | | | job openings and have no rank or experience on |
| measurable achievements in her career. | | | | which to bargain. As their effectiveness as a |
| Gender and Subject Matter | | | | teacher becomes more apparent over time, they |
| Interestingly, in certain areas, female students | | | | are lured away to higher income schools. |
| tended to benefit more than male students when | | | | While this process does exist, it appears it is not |
| learning from an effective teacher. For females in | | | | pervasive as would be demonstrated in the |
| the third grade, they benefited substantially from | | | | distribution of quality teachers throughout high |
| having had effective teachers in the three grades | | | | income schools and few to none within low |
| preceding that year. All other interactions proved | | | | income schools. There is still a propensity to lean |
| to have no bearing on performance. | | | | this way, however, as long as the system is built |
| Findings also suggest that females can benefit | | | | to support it. Perhaps it is time for a change. |
| more from effective teachers in reading and | | | | If you're ready to start experiencing the benefits |
| mathematics. Some evidence also suggests that | | | | of using video in the classroom, your next step is |
| white, female students benefit even more from | | | | to download a free copy of "The 7 Biggest |
| such teachers. Overall, the results of the study do | | | | Mistakes Teachers Make Using Video in the |
| not suggest there is a significant difference in the | | | | Classroom" by clicking on the link below right now. |
| outcome of teacher effects for monitory and | | | | |