eachers who seem highly qualified on paper are not always the most effective in the classroom, according to a study published last week.
The study -- completed by University Education Prof. Robert C. Pianta, The National Institute of Child Health and Human Development and professors from other universities -- examines this disconnect between highly qualified teachers and students.
Researchers followed a group of 1,000 students throughout 14 years of school, from the time they entered preschool until their senior year of high school, Pianta said.
This study marks the largest compilation of standardized observations of childhood education, he added.
"The study started as an observation of the effect of childcare on children, and one important aspect of the study was to see the children's learning process in elementary school," he said.
According to Jennifer Adams, communications director for the Commission on No Child Left Behind, being highly qualified does not necessarily translate into being an effective teacher. That is something the commission, in light of studies like this one, is seeking to address and change.
Researchers observed the participants during typical days in the classroom throughout childhood, Pianta said.
"We found that by and large their experiences are socially quite positive, but the nature of instruction does not focus on the depth of understanding," he said.
Adams and Pianta both stressed the importance of gauging and improving teachers' effectiveness in the classroom.
"What we propose as a way to measure effectiveness is a multipart system: First, students' test scores will be collected for three years and compared to see learning gains," Adams said. "Second, if during that time a teacher gets a positive review, he or she is determined highly qualified and effective by the commission."
The proposal would ask teachers who do not fulfill the requirements to participate in an independent development, Adams added.
The independent development would aim to help teachers improve effectiveness in the classroom, she said.
While the commission works toward legislative action, Pianta is looking to apply the study's findings.
"We have gone much further in developing instruments to assess the quality of the classroom," Pianta said. "The work we are doing provides a new way of measuring teacher quality because it pays attention to what we believe is the real ingredient of effectiveness -- teacher's involvement with kids"
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