Effectiveness of National Board Certified (NBC) teachers in terms of classroom environment, attitudes and achievement among secondary science students

Abstract

No previous research has employed learning environments criteria in evaluating the effectiveness of the system of teacher certification sponsored by the National Board for Professional Teaching Standards. Because the litmus test of any professional development effort is the extent of the changes in teaching behaviours in participating teachers’ classrooms, our study drew on the field of learning environments in evaluating the effectiveness of National Board Certified (NBC) teachers in terms of their students’ perceptions of their classroom environments. A sample of 443 students in 21 Grade 8 and 10 science classes taught by NBC teachers in South Florida was compared with a matched group of 484 students in 17 classes taught by non-NBC teachers in terms of classroom environment (as assessed by the What Is Happening In this Class?) and students’ attitudes and achievement. Statistically significant differences (with small to medium effect sizes ranging from 0.14 to 0.35 standard deviations) were found in favour of NBC teachers for numerous classroom and environment scales (Teacher Support, Involvement, Task Orientation, Investigation and Cooperation) and for student attitudes.

Appendix: What Is Happening In this Class? (WIHIC) Questionnaire

Student ID_____________ School__________________ Class________________

Directions for students

This questionnaire contains statements about practices that take place in this class. You will be asked how often each practice takes place. There are no ‘right’ or ‘wrong’ answers. Your opinion is what is wanted.

Think about how well each statement describes what this class is like for you, and then circle:

1	The practice takes place	Almost Never
2	The practice takes place	Seldom
3	The practice takes place	Sometimes
4	The practice takes place	Often
5	The practice takes place	Almost Always

Be sure to give an answer for all questions. If you change your mind about an answer, just cross it out and circle another.

Some statements in this questionnaire are fairly similar to other statements. Don’t worry about this. Simply give your opinion about all statements.

	Almost never	Seldom	Sometimes	Often	Almost always
Student cohesiveness
1. I make friendships easily among students in this class	1	2	3	4	5
2. I know other students in this class	1	2	3	4	5
3. I am friendly to members of this class	1	2	3	4	5
4. Members of the class are my friends	1	2	3	4	5
5. I work well with other class members	1	2	3	4	5
6. I help other class members who are having trouble with their work	1	2	3	4	5
7. Students in this class like me	1	2	3	4	5
8. In this class, I get help from other students	1	2	3	4	5
Teacher support
9. The teacher takes a personal interest in me	1	2	3	4	5
10. The teacher goes out of his/her way to help me	1	2	3	4	5
11. The teacher considers my feelings	1	2	3	4	5
12. The teacher helps me when I have trouble with the work	1	2	3	4	5
13. The teacher talks with me	1	2	3	4	5
14. The teacher is interested in my problems	1	2	3	4	5
15. The teacher moves about the class to talk with me	1	2	3	4	5
16. The teacher’s questions help me to understand	1	2	3	4	5
Involvement
17. I discuss ideas in class	1	2	3	4	5
18. I give my opinions during class discussions	1	2	3	4	5
19. The teacher asks me questions	1	2	3	4	5
20. My ideas and suggestions are used during classroom discussions	1	2	3	4	5
21. I ask the teacher questions	1	2	3	4	5
22. I explain my ideas to other students	1	2	3	4	5
23. Students discuss with me how to go about solving problems	1	2	3	4	5
24. I am asked to explain how I solve problems	1	2	3	4	5
Investigation
25. I carry out labs in class to test my ideas	1	2	3	4	5
26. I am asked to think about the evidence for statements	1	2	3	4	5
27. I carry out labs in class to answer questions coming from discussions	1	2	3	4	5
28. I explain the meaning of statements, diagrams and graphs	1	2	3	4	5
29. I carry out labs in class to answer questions, which puzzle me	1	2	3	4	5
30. I carry out labs in class to answer the teacher’s questions	1	2	3	4	5
31. I find out answers to questions by doing labs in class	1	2	3	4	5
32. I solve problems by using information obtained from my own labs in class	1	2	3	4	5
Task orientation
33. Getting a certain amount of work done is important to me	1	2	3	4	5
34. I do as much as I set out to	1	2	3	4	5
35. I know the goals for this class	1	2	3	4	5
36. I am ready to start this class on time	1	2	3	4	5
37. I know what I am trying to accomplish in this class	1	2	3	4	5
38. I pay attention during this class	1	2	3	4	5
39. I try to understand the work in this class.	1	2	3	4	5
40. I know how much work I have to do	1	2	3	4	5
Cooperation
41. I cooperate with other students when doing assignment work	1	2	3	4	5
42. I share my books and resources with other students when doing assignments	1	2	3	4	5
43. When I work in groups in this class, there is teamwork	1	2	3	4	5
44. I work with other students on projects in this class	1	2	3	4	5
45. I learn from other students in this class	1	2	3	4	5
46. I work with other students in this class	1	2	3	4	5
47. I cooperate with other students on class activities	1	2	3	4	5
48. Students work with me to achieve class goals	1	2	3	4	5
Equity
49. The teacher gives as much attention to my questions as to other students’ questions	1	2	3	4	5
50. I get the same amount of help from the teacher, as do other students	1	2	3	4	5
51. I have the same amount of say in this class as other students	1	2	3	4	5
52. I am treated the same as other students in this class	1	2	3	4	5
53. I receive the same encouragement from the teacher as other students do	1	2	3	4	5
54. I get the same opportunity to contribute to class discussions as other students	1	2	3	4	5
55. My work receives as much praise as other students’ work	1	2	3	4	5
56. I get the same opportunity to answer questions as other students	1	2	3	4	5