A couple of years ago, I came across a famous quote by Ivan Welton Fitzwater proclaiming the importance of being a teacher.
“I am a teacher! What I do and say are being absorbed by young minds who will echo these images across the ages. My lessons will be immortal, affecting people yet unborn, people I will never see or know. The future of the world is in my classroom today, a future with the potential for good or bad. The pliable minds of tomorrow’s leaders will be molded either artistically or grotesquely by what I do. Several future presidents are learning from me today; so are the great writers of the next decades, and so are all the so-called ordinary people who will make the decisions in a democracy. I must never forget these same young people could be the thieves or murderers of the future. Only a teacher? Thank God I have a calling to the greatest profession of all! I must be vigilant every day lest I lose one fragile opportunity to improve tomorrow.”
Before I read this quote, I didn’t realize how important the role of a teacher was towards a student’s future. It’s hard at first to see how teachers actually teach the future when we’re only thinking about this very moment. But it’s very true; a teacher that contributes to a student’s academic success will indirectly affect other people in this world. After reading this passage, I came to a discernment that a teacher’s profession was very important, being that they have the power to pilot and misguide the future of America. Because learning can sometimes be a difficult process, teachers help by guiding students. Teachers have always and will always lay the foundation of education for students to follow. It is inevitable because teachers were once students, and to get to their place, they had to learn as students.
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Despite hundreds of mixed results, updated statistics from newer research has helped in proving the teacher’s positive influence on their student’s success. Earlier studies on teacher impact on student achievement showed that there was no correlation between the two. However, due to recent advancements in technologies and new research methods that reduce measurement errors leading to data deficiencies, new research has demonstrated the dramatic effect that teachers can have on student achievement.
From the first years of preschool to the last years of high school, teachers have remained important factors in student achievement. In Daniel Rose’s article, “The Potential of Role Model Education” he explains that by shaping students’ moral consciousness and helping them build foundations, students are more likely to scholastically succeed in school. Traditionally, teachers have served as role models and guides for students to follow, but without the guidance of teachers, students would not know where to start. Daniel Rose simply explains that teachers are vital to a students’ success being that a teacher helps to create a base for students to build on throughout their academic careers.
After analyzing both sides of the argument, there were three main parts that stood out. First, modern research techniques with more focus on fixing data deficiencies have allowed for more accurate results. Next, teacher quality has been discovered to be a very influential factor towards a student’s success. Finally, unobservable characteristics in previous experiments have created flaws in the data, making those results inapplicable.
Going back to previous research, Eric Hanushek once stated in previous research that teachers did not have much impact on student achievement. In relation to experiments concluded in the 1980s, Eric Hanushek established that experimentation of teacher influence on student success remained unproved. He concluded, “there is no strong evidence that teacher-student ratio, teacher education, or teacher experience have an expected positive effect on student achievement” (Hanushek).
... some way. This could be a challenge for the teacher, as "research tends to support the view that motivation is a serious ... nature of the course, this may be beneficial to both student and teacher. It will support more formal business texts and materials ... the three guiding considerations in any classroom context are the teacher, the student and the learning environment. These close and sometimes complex ...
Instead of teachers impacting students, Hanushek believed that students were mostly affected by their own social and personal backgrounds.
Corroborating Hanushek’s claims, Dr. Goldhaber and Dr. Brewer agreed that there was little correlation between the teacher’s lesson and the students’ success. Both continued on by stating that they found the deciding factor to be their own individual and their family backgrounds. Both doctors concluded, “the effects of educational inputs such as per pupil spending, teacher experience, and teacher degree level have been shown to be relatively unimportant predictors of outcomes, and the impact of any particular input to be inconsistent across studies (Goldhaber and Brewer).
Derived from their own research methods, Eric Hanushek, Dr. Goldhaber, and Dr. Brewer found these results to be true.
However, these results were found to be faulty, which were brought out from experimental errors encouraging new research to be conducted immediately. More specifically, Dr. Goldhaber found flaws in their previous research methods and created new tests to avoid these imperfections. Dan Goldhaber explained that former experiments revealing negative correlation between teacher and students may have consisted of speculative mistakes.
In Dr. Brewer and Dr. Goldhaber’s “Why Don’t Schools and Teachers Seem to Matter?”, it can be seen that these experimental flaws, or data deficiencies may have led to significant measurement problems in previous studies. Data deficiencies were the main issues because this important missing data was not accounted for in their previous testing. These data inadequacies, noted as unobservable characteristics were important because they provided what needed to be fixed in order to run a fair experiment, leading to accurate answers. These missing attributes were hard-to-measure traits of teachers such as teaching ability as of a degree, teacher motivation, and skill at presenting class material. After these deficiencies were accounted for, new experiments and testing allowed Dan Goldhaber to discover that teachers literally did have a remarkable impact on scholarly accomplishment.
... . A significant body of research indicates that “academic achievement and student behavior are influenced by the quality of the teacher and student relationship” (Jones 95 ... ). The more the teacher connects or ...
Moving on, I found in my research that teacher degree had little to do with the students’ success. “Although this finding may simply indicate that there is little relationship between school-level variables and individual student achievement, it is certainly consistent with previous findings which have helped to shape the impression that teachers’ qualifications don’t matter” (Goldhaber and Brewer).
Like prior research fulfilled, unobservable characteristics were unaccounted for, which led to this inaccurate conclusion. Similar to Dan Goldhaber’s newer statement, Jennifer Rice argued that Goldhaber and Brewer’s research was invalid. Other research done by Jennifer Rice introduced other attributes towards student achievement. In “Teacher Quality: Understanding the Effectiveness of Teacher Attributes”, Jennifer Rice stated that teacher quality was a very important school-related factor influencing student achievement. After testing teachers and their effectiveness towards students, comparable to Dan Goldhaber’s previous work, results uncovered that teacher quality made a difference. Teacher quality, better known as teacher’s value was shown through certification, preparation programs, and personal experience were very important towards student success.
Confirming Jennifer Rice’s conclusions, Linda Darling-Hammond suggests that schools really can make a difference, and a substantial portion of that difference is attributable to teachers. She continues on by stating that the teacher’s effects appear to be additive and cumulative, positively effecting students’ success in schools. More specifically, she agrees with Jennifer Rice’s emphasis on teacher quality and states that the verbal ability of a teacher may be a more sensitive measure of teacher’s abilities to convey ideas in clear and convincing ways. The training, personal experience, and subject matter knowledge are important towards the academic performance of students.
Surprisingly in Eric Hanushek’s “Teachers, Schools, and Academic Achievement” written in 1998, he says, “While schools are seen to have powerful effects on achievement differences, these effects appear to derive most importantly from variations in teacher quality.” About twenty years later, Hanushek believes that teacher quality impacts student achievement in a positive way.
The Research paper on The Impact of Alcohol Sponsorship of Sporting Events on Consumption of Alcohol Amongst High School Students: a Research Proposal
... people. Through surveying a random sample of Australian high school students research would determine their attitude and exposure to sporting events, their ... Australian high school students caused by alcohol sponsorship of sporting teams and events. Aims The aims of this research are to determine ...
Both sides of this argument are convincing because each side has their own research and evidence to back up their claims. But new developments and new research methods explain which side is more accurate. Older data may have proven their researchers right at the time, but new research helps to conclude that teachers truly do have an impact on student achievement. More convincingly, Dan Goldhaber, who conducted previous research studies in 1996 had relied on Eric Hanushek’s research conducted in 1986. However, in 2003, Dr. Goldhaber and Dr. Brewer realized that data deficiencies may have led to significant evaluation problems in earlier studies. Likewise, Hanushek changes his opinion twenty years later after conducting newer research. Based on data from a National Educational Longitudinal Study, teacher qualifications were important and the unobservable characteristics remained critical in explaining student achievement. The updated methods of experimentation were used in this study to seek new results, which led to Goldhaber, Brewer, and Hanushek’s change of judgment.
Once again, preceding studies on teacher impact on scholarly triumph were shown to have no connection between the two. But due to the latest advancements and research procedures that reduce measurement errors, upgraded results have shown the approving effect that teachers have on student performance.
Many important characteristics help to prove the teacher’s positive influence on student’s success. The main aspect is the discovery of unobservable characteristics, which created blemishes in the data. Teacher quality, or teacher’s value is additionally a very influential component as well. Finally, new research after fixing data deficiencies have allowed for more accurate and up-to-date results.
All in all, older data from the 1980s may have suggested that students do not become affected by their teachers, but are actually contrived by their own backgrounds. After discovering unobservable characteristics, or data deficiencies, researchers fixed faulty experiments and discovered new results. They learned that teachers did in fact have a dramatic effect on the outcomes of students from all academic and social backgrounds. Currently, and in the future, daily testing of teacher’s quality and subject matter knowledge correlated with student achievement can help greatly. There must be constant training and testing of teachers in bettering their qualities as teachers as well. As long as teachers continue learning through practice and preparation courses, we can assure that teachers will continue to positively affect the academic achievement of students. Furthermore, new research has proved old research to be erroneous and has demonstrated the significant impact that teachers have on student accomplishment.
The Dissertation on The Effect of Using Kwl (Know, Want, Learned) Strategy on Efl Students’ Reading Comprehension Achievement
... of using KWL strategy in improving students’ reading comprehension achievement, improves the English teachers’ knowledge about teaching reading strategy effectively ... the test, (6) technique for analyzing the data. Design of Research This study applied a quasi experimental. This design ... means examination or trial of something to find its quality, value, and composition. It is also something for ...
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... ) – ASQ. [online] Asq.org. Available at: //asq.org/learn-about-quality/project-planning-tools/overview/pdca-cycle.html ... 66. Asq.org, (2014). History of Quality – ASQ. [online] Available at: //asq.org/learn-about-quality/history-of-quality/overview/overview ... trend was known as Total Quality Management in the world. (Asq.org, 2014) Quality Management Approaches for Walmart Deming’ ...
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