Abstract
ABSTRACTUsing data from the 2010 National Association of Education Progress eighth grade test of U.S. history (NAEP-US8), the current study explored the intersections among traditional indicators of teacher quality and competing dimensions of quality teaching on students’ history knowledge. Findings indicated that eighth grade social studies teachers with academic backgrounds in history and secondary education were associated with increased use of disciplinary practices valued by the field (i.e., reading across multiple source materials, discussion, and writing in the content area) and performance-based assessment. Furthermore, when accounting for both teacher characteristics and instructional decision-making, alternatively licensed middle grades teachers were associated with lower average student achievement on NAEP-US8. Holding other conditions constant, eighth grade teachers with backgrounds in secondary education were associated with higher average student performance. Results further suggest that middle grades teachers who focus instruction on disciplinary practices are associated with increased student learning outcomes as measured by NAEP-US8. Findings from this study have potential implications for middle grades social studies teacher education as well as curricular and certification policies.
Highlights
Findings indicated that eighth grade social studies teachers with academic backgrounds in history and secondary education were associated with increased use of disciplinary practices valued by the field and performance-based assessment
Using data from the 2010 National Association of Education Progress eighth grade test of U.S history (NAEP-US8), the current study explored the intersections among traditional indicators of middle grades teacher quality and competing dimensions of quality teaching identified in extant qualitative research on students’ history knowledge
In an attempt to disentangle the complexity of teacher characteristics and practices (Cochran-Smith et al, 2016), we examined the relationship among conventional teacher quality indicators, instructional practices, and student learning in the second question
Summary
Research specific to middle grades, historically recognized as a specialized area of early adolescent education (AMLE, 2010; Alexander, 1995; Faulkner, Howell, & Cook, 2013), has suggested that social studies teacher preparation pathways emphasizing an intersection of adolescent development, content, and pedagogical knowledge affords teachers the most appropriate instructional tools and, thereby, gives learners the greatest learning opportunities (Faulkner et al, 2017; McEwin & Greene, 2011; Reisman & Fogo, 2016; Wilson & Wineburg, 1988) These studies offer important, entrenched insight into the lives of teachers and their work with students. Using data from the 2010 National Association of Education Progress eighth grade test of U.S history (NAEP-US8), the current study explored the intersections among traditional indicators of middle grades teacher quality and competing dimensions of quality teaching identified in extant qualitative research on students’ history knowledge
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