Indicators of Effective Teaching: Discriminating Instructional Quality

• In Event: Division H Research in Progress Session

Abstract

Current education accountability policies require states to use data from standardized achievement tests to differentiate school performance and quality. A concern regarding current educational accountability systems is the emphasis on measuring a product of education (i.e., students’ academic performance) rather than the process of education. Furthermore, the correlation between academic performance and students' social backgrounds suggests that current accountability systems yield information about what students bring to school rather than the quality of education provided by the school. This research-in-progress study examines the relationship between indicators of effective teaching. A correlational research design will be applied to this study with a goal of developing a statistical model capable of predicting teachers’ instructional quality. Such a model has potential to inform improvements to current educational accountability systems. Results and implications will be presented and discussed.

Author

• Timothy Donald Folger, Bowling Green State University