Study Casts Doubt on Value of ‘Highly Qualified’ Status
The quality of instruction in elementary classrooms has little to do with whether teachers have the credentials that meet their states’ definitions of “highly qualified” under the No Child Left Behind Act, a federally sponsored study suggests.
Detailed observations of 5th graders in 20 states show that students in classrooms overseen by teachers labeled as highly qualified spent most of their time in whole-group or individual “seatwork,” focused on basic skills rather than problem-solving activities, and may or may not have received emotional and instructional support from their teachers.
“This pattern of instruction appears inconsistent with aims to add depth to students’ understanding, particularly in mathematics and science,” write the authors of the study, led by Robert C. Pianta, an education professor at the University of Virginia, in Charlottesville. “Teachers met credentialing standards, but their classrooms, even if emotionally positive, were mediocre in terms of...
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- Assistant Superintendent for Curriculum & Instruction
- Lake Forest School District 67 & 115, Lake Forest, IL
- Princeton Public School District, Princeton, NJ
- K-12 Teachers
- The International Educator, Multiple Locations
- Director of School Support
- The Achievement Network, Multiple Locations
- Perspectives Charter Schools, Chicago, IL