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Retaining Teacher Talent

Report 3. Convergence and Contradictions in Teachers’ Perceptions of Policy Reform Ideas

What do teachers who perceive themselves to be effective believe will improve overall teacher effectiveness?

Policymakers have advocated and adopted various reform ideas to improve teacher effectiveness. These ideas often are based on research that attempts to investigate the link between the reform practice and its impact on student achievement. This final section reveals how the two groups of teachers believe each of these practices would improve teacher effectiveness and what the research says about its impact on teacher effectiveness (as measured by impact on student learning). Teachers in both groups agree more than they disagree, suggesting that the policies that are priorities for effective teachers are priorities for all teachers.

Teacher Perceptions of Policy Options

Ensuring That Students Who Are Severe Discipline Problems Are Removed From the Classroom and Placed in Alternative Programs More Suited to Them

What Teachers Say

What Researchers Say

Highly effective instruction will reduce, but not entirely eliminate, student behavioral problems (Emmer & Stough, 2001); however, researchers have yet to adequately investigate the impact of the practice of reassigning particularly disruptive students to different classrooms on either the student that is removed or the students that remain in the classroom.1 Researchers also hypothesize that removing a student from class creates a negative reinforcement trap, whereby both teacher and student are given immediate relief, but learning is ultimately hindered (Oliver & Reschly, 2007). Nevertheless, there is evidence that average student achievement (i.e., overall teacher effectiveness) is higher in schools where student discipline issues are addressed at the administrative or school leadership level (Hirsch, 2009).


 

1 More research has been done on the use of the “time out” strategy in classrooms, which can be used effectively to reduce disruptive behavior (Vegas, Jenson, & Kircher, 2007) and likely leads to improved student learning. However, there are several different forms of “time out,” and excluding students from the classroom remains understudied in terms of its impact on both behavior and learning (Ryan, Sanders, Katsiyannis, & Yell, 2007).

 

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