National Board Certified Teachers and Non-National Board Certified Teachers: Is There a Difference in Teacher Effectiveness and Student Achievement?

2007 ◽  
Vol 20 (3-4) ◽  
pp. 185-210 ◽  
Author(s):  
James H. Stronge ◽  
Thomas J. Ward ◽  
Pamela D. Tucker ◽  
Jennifer L. Hindman ◽  
Wendy McColsky ◽  
...  
Keyword(s):  
Student Achievement ◽  
Teacher Effectiveness ◽  
National Board Certified ◽  
National Board Certified Teachers ◽  
National Board ◽  
Certified Teachers

scholarly journals Impact of National Board for the Professional Teaching Standards (NBPTS) certification on student achievement

2015 ◽  
Vol 23 ◽  
pp. 91 ◽  
Author(s):  
Sarah Irvine Belson ◽  
Thomas A Husted
Keyword(s):  
Student Achievement ◽  
National Board Certified ◽  
District Level ◽  
National Board Certified Teachers ◽  
National Board ◽  
Certified Teachers ◽  
Teaching Standards ◽  
Reading And Math ◽  
Professional Teaching Standards ◽  
Professional Teaching

A growing number of teachers have undertaken National Board for Professional Teaching Standards (NBPTS) certification training since its inception over twenty-five years ago. Previous empirical research on the impact of NBCTs on student performance has focused on state or district-level exams in individual states and found mixed results. This study examines the relationship between National Board Certified Teachers (NBCTs) and student achievement on the reading and math assessments of the National Assessment of Educational Progress (NAEP). We argue that achievement can be affected both directly by the certified teacher and indirectly as NBCTs provide mentoring to colleagues and assume school leadership positions. This study focuses on a nationally representative assessment to measure student achievement rather than state- or district-level assessment exams.  We find that the percentage of National Board certified teachers in a state is positively related to scores on state-level NAEP Reading and Math assessments.

Instructional Modifications Used by National Board-Certified Teachers

2005 ◽  
Vol 49 (2) ◽  
pp. 47-54 ◽  
Author(s):  
Philip L. Gunter ◽  
Julia M. Reffel ◽  
Cheryl Rice ◽  
Stephanie Peterson ◽  
Martha L. Venn
Keyword(s):  
National Board Certified ◽  
National Board Certified Teachers ◽  
National Board ◽  
Certified Teachers

scholarly journals Making use of what teachers know and can do: Policy, practice, and national board certification.

2007 ◽  
Vol 15 ◽  
pp. 7 ◽  
Author(s):  
Julia E. Koppich ◽  
Daniel C. Humphrey ◽  
Heather J. Hough
Keyword(s):  
National Board Certification ◽  
Positive Impact ◽  
National Board Certified ◽  
Board Certification ◽  
National Board Certified Teachers ◽  
National Board ◽  
Certified Teachers ◽  
Low Performing Schools ◽  
Policy Practice ◽  
Research Questions

This paper is the culmination of a three-year study that sought to frame an initial answer to the question, "What are the circumstances and conditions under which National Board Certified teachers (NBCTs) can have a positive impact on low-performing schools?" The study, funded by Atlantic Philanthropies, was part of the National Board's more comprehensive effort to answer a number of research questions about the impacts of board certification and board certified teachers in schools and districts across the country.

Sign in / Sign up

Export Citation Format

Share Document