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Chapter 11 Identifying accomplished teachers: A validation study

Assessing Teachers for Professional Certification: The First Decade of the National Board for Professional Teaching Standards

ISBN: 978-0-7623-1055-5, eISBN: 978-1-84950-530-7

Publication date: 4 February 2008

Abstract

This chapter aims to present a methodology to address the construct validity of the NBPTS standards, exercises, and decisions to identify accomplished teachers, by asking whether National Board Certified Teachers (NBCTs) teach differently in their classrooms such that they have a greater positive and worthwhile impact on their students. The critical attributes of expert teachers are identified via a synthesis of meta-analyses and a more traditional review of the literature on expert teachers. These attributes of expert teachers then form the basis of the study to identify the characteristics that discriminate between NBCTs and non-NBCTs.

Citation

Hattie, J. and Clinton, J. (2008), "Chapter 11 Identifying accomplished teachers: A validation study", Stake, R.E., Kushner, S., Ingvarson, L. and Hattie, J. (Ed.) Assessing Teachers for Professional Certification: The First Decade of the National Board for Professional Teaching Standards (Advances in Program Evaluation, Vol. 11), Emerald Group Publishing Limited, Leeds, pp. 313-344. https://doi.org/10.1016/S1474-7863(07)11011-5

Publisher

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Emerald Group Publishing Limited

Copyright © 2008, Emerald Group Publishing Limited