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Impact on student learning: National Board Certified Teachers’ perspectives

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Published: 2016-04-25

Authors

Teresa M. Petty

University of North Carolina at Charlotte

Amy J. Good

University of North Carolina at Charlotte

Laura K. Handler

University of North Carolina at Charlotte

Keywords: National Board Certification; teacher certification; teacher licensure; student learning; teacher perceptions

Abstract

The purpose of this study is to report National Board Certified Teachers’ (NBCTs) perceived impact on student learning. The guiding research question for this study, “How do teachers perceive the influence of the National Board Certification process on student learning in their own classrooms?” was explored. A total of 496 NBCTs currently teaching in North Carolina public schools completed the survey questionnaire in which they responded to demographic questions, Likert item questions, and open-ended questions. More than 80% of the study’s participants reported the certification process had positively influenced student learning in their classrooms. Thematic analysis revealed several reoccurring themes that NBCTs reported having impact on student learning in their classrooms. These included impact on academic achievement, improved teaching, and/or an increase of effective evaluation and assessment strategies.

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Author Biographies

Teresa M. Petty

University of North Carolina at Charlotte

Teresa Petty is an Associate Professor in the Department of Middle, Secondary, and K–12 Education at the University of North Carolina at Charlotte. Teresa’s teaching focuses on instructional design, teacher leadership, and mathematics methods.  Her research interests include teacher attraction/retention in high-need schools, online teaching/learning and National Board Certification.

Amy J. Good

University of North Carolina at Charlotte

Amy J. Good is an Associate Professor and Elementary Program Coordinator at the University of North Carolina at Charlotte.  She teaches elementary methods courses in social studies, classroom management, and introduction to education.  Her research areas include elementary social studies instruction, technology integration, and National Board Certification. 

 

Laura K. Handler

University of North Carolina at Charlotte

Laura Handler a doctoral candidate at the University of North Carolina at Charlotte. Throughout her nine years teaching at a Title I school, Laura focused on building school community through parent engagement and service opportunities, experiences that drive her current research pursuits. 

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Published: 2016-04-25

How to Cite

Petty, T. M., Good, A. J., & Handler, L. K. (2016). Impact on student learning: National Board Certified Teachers’ perspectives. Education Policy Analysis Archives, 24, 49. https://doi.org/10.14507/epaa.24.2227