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Mapping the Road: Success in Language Training
How schools and teachers exercise considerable influence
over the learning curveJ.P. van den HeedeJ.P. van den Heede
Royal Military AcademyRoyal Military Academy
Brussels - BelgiumBrussels - Belgium
Research put into action
Schools and teachers affect student achievement
Robert J. Marzano
35 yrs. of research into 3 general factors
– School-level factors – Teacher-level factors– Student-level factors
Robert J. Marzano
35 yrs. of research into 3 general factors
–School-level factors – Teacher-level factors– Student-level factors
School-level factors
• Opportunity to learn
School-level factors
• Opportunity to learn
• Time
School-level factors
• Opportunity to learn
• Time
• Monitoring
School-level factors
• Opportunity to learn
• Time
• Monitoring
• Client involvement
School-level factors
• Opportunity to learn
• Time
• Monitoring
• Client involvement
• School climate
School-level factors
• Opportunity to learn
• Time
• Monitoring
• Client involvement
• School climate
• Leadership
• Cooperation
Robert J. Marzano
35 yrs. of research into 3 general factors
– School-level factors
–Teacher-level factors– Student-level factors
Teacher-level factors
Under control of individual teachers
– Specific instructional strategies– Classroom management techniques– Classroom curriculum design
Professionalism
• Efficacy of the teachers (Peterson: 1994)
• Level of teacher experience (Ferguson: 1991)
Quality assurance
1. Teacher education programme accreditation
2. Initial teacher licensing
3. Advanced professional certification
What about subject-matter knowledge
vs. achievement?
• Not a straightforward relationship• 17 out of 31 studies positive (Byrne: 1983)
• 5 out of 14 studies positive (Ashton & Crocker: 1987)
• Only up to a certain point (Monk: 1994)
What about subject-matter knowledge
vs. achievement?
The more a teacher knows about the subject-matter, the better teacher he will be.
What about subject-matter knowledge
vs. achievement?
The more a teacher knows about the subject-matter, the better teacher he will be.
What about subject-matter knowledge
vs. achievement?
A critical minimum of knowledge is needed differing from grade level to grade level.
What about pedagogical knowledge
vs. achievement?
= consistently associated with student achievement
What about pedagogical knowledge
vs. achievement?
It may be that the positive effects of subject matter knowledge are augmented or offset by knowledge of how to teach the subject to various kinds of students. That is, the degree of pedagogical skill may interact with subject matter knowledge to bolster or reduce teacher performance. (Darling –Hammond: 2000)
What about pedagogical knowledge
vs. achievement?
In a related study of 200 teachers, the amount of courses teachers took in instructional techniques accounted for four times the variance in teacher performance than did subject-matter knowledge. (Ferguson and Womack: 1993)
What about pedagogical knowledge
vs. achievement?
Teacher participation in professional development activities accounts for significant amounts of variation in achievement. (Weglinsky: 2000)
What influence does an individual teacher have?
• Independent impact on student achievement
• Instructional strategies
• Classroom management
• Classroom curriculum design
What influence does an individual teacher have?
decisions individual teachers
>
decisions at school level
What influence does an individual teacher have?
Report on achievement scores for 60,000 students(Wright, Horn & Sanders: 1997)
• student learning most affected by teacher• wide variation in effectiveness among teachers
What influence does an individual teacher have?
[…] the most important factor affecting student learning is the teacher. In addition, the results show wide variation in effectiveness among the teachers. The immediate and clear implication of this finding is that seemingly more can be done to improve education by improving the effectiveness of teachers than by any other single factor. Effective teachers appear to be effective with students of all achievement levels […] If the teacher is ineffective, students under that teacher’s tutelage will achieve inadequate progress academically, regardless of how similar or different they are regarding their academic achievement. (Wright, Horn & Sanders: 1997)
What influence does an individual teacher have?
Report on achievement scores for 60,000 students(Wright, Horn & Sanders: 1997)
Improve effectiveness of teachers
Improve education
True for all achievement levels
What influence does an individual teacher have?
Student achievement differences affected by teachersTeacher Student achievement gain in 1 year
Least effective 14 percentage points
Most effective 53 percentage points
What influence does an individual teacher have?
Cumulative effects over three years between studentswith least effective versus most effective teachers
Most effective teacher 83 percentile point gain
Least effective teacher 29 percentile point gain
Cumulative effect
If the effect of attending the class of one of the least effective teachers for some time is not debilitating enough, the cumulative effect can be devastating.
Conclusion
Professionalism includes a certain level of knowledge about one’s subject area, but perhaps more important, it also involves pedagogical knowledge of how best to teach that subject-matter content.
Conclusion
If the individual teacher is the most important factor affecting student learning
andIf the effectiveness of that teacher primarily depends on her/his pedagogical achievements
Then our main concern when recruiting new teachers should be a pedagogical one.