Chapter 12 A validity study of the certification system of the National Board for Professional Teaching Standards

Using Similarities and Differences: A Meta‐Analysis of Its Effects and Emergent Patterns

“…These characteristic efforts are consistent with research‐based qualities of effective teachers. In a study of National Board for Professional Teaching Standards certified teachers, Smith, Baker, Hattie, and Bond (2008) found that the exemplary teachers challenged students, addressed deep representation, monitored understanding, and provided feedback. The exemplary teachers were described as “more able to improvise and to alter instruction in response to contextual features of the classroom situation; they understand at a deeper level the reasons for individual student success and failure on any given academic task; their understanding of students is such that they are more able to provide developmentally appropriate learning tasks that engage, challenge and even intrigue students, without boring or overwhelming them” (Hattie, 2009, p. 261).…”

Measuring teaching quality in several European countries

“…A safe, relaxed learning climate expressing mutual respect and support for students' self-confidence is good not only for students' health and well-being but also for their learning outcomes (Cornelius-White, 2007;Evertson, Anderson, Anderson, & Brophy, 1980;Fraser, 1985;Hattie & Clinton, 2008;Smith, Baker, Hattie, & Bond, 2008;Wilkinson & Fung, 2002).…”

“…At the beginning of the lesson, lesson objectives should be clarified. Students should know what they are expected to learn in the next hour (Hattie & Clinton, 2008;Locke & Latham, 1990;Mortimore, Sammons, Stoll, Lewis, & Ecob, 1988;Smith et al, 2008). The effectiveness of teaching increases when the lesson is characterised by a clear structure, with good alternation among explanation, presentation, assisted tasks, independent work, small-group work, and work with individual students (Creemers, 1994;Kindsvatter et al, 1988;Mortimore et al, 1988;Rosenshine, 1980;Rosenshine & Berliner, 1978).…”

“…The effectiveness of teaching increases when the lesson is characterised by a clear structure, with good alternation among explanation, presentation, assisted tasks, independent work, small-group work, and work with individual students (Creemers, 1994;Kindsvatter et al, 1988;Mortimore et al, 1988;Rosenshine, 1980;Rosenshine & Berliner, 1978). It is also important that the teacher checks whether students understand new learning material (Hattie & Clinton, 2008;Kame'enui & Carnine, 1998;Lohman, 1985;Pearson & Fielding, 1991;Pearson & Gallagher, 1983;Rosenshine & Meister, 1997;Smith et al, 2008). Various authors provide evidence-based guidelines for how to teach students (Anderson, 1982;Rosenshine & Stevens, 1986), widely known as "direct" or "explicit" instruction.…”

“…These various forms gradually get withdrawn or fade as learners become more independent, though some students continue to rely on scaffolds or periodically request them when they encounter particularly difficult problems Rosenshine & Meister, 1997). Teachers who explicitly model, scaffold, explain strategies, give corrective feedback, and ensure that children master the material taught contribute to the academic success of their pupils Dixon et al, 1998;Evertson et al, 1980;Good & Brophy, 1989;Hattie & Clinton, 2008;Houtveen & Van de Grift, 2007;Rosenshine & Stevens, 1986;Slavin, 1989;Smith et al, 2008).…”