Table of Contents
Rogers (2018) research identified teachers’ effectiveness and how it influences student achievement in Georgia’s middle schools. To combat the effectiveness, the researcher builds this study based on what is proven by the school district having billions of dollars that are coming into the school system, teachers, and school officials should be accountable for closing achievement gaps and give students an equal education.
The newly designed teacher evaluation system was compiled with a next-generation Georgia Milestones statewide assessment represented paradigm shifts in teaching, learning, teacher accountability, next-generation assessments, and ultimately student achievement (Rogers, 2018). Rogers (2018) goal is to understand if teachers will excel in creating a positive learning environment for students.
Rogers (2018) provided background on scaffolding and framework of effective ways to influence student achievement. The purpose of this qualitative case study was to explore the perceptions, feelings, and thoughts of 15 middle school teachers regarding the influence on teacher effectiveness as defined by the five domains and ten performance standards on the Georgia Teacher Assessment of Performance Standard (TAPS) evaluation tool and the influence on student achievement (Georgia Department of Education, 2013).
127 our experts are availableright now
It has been shown that many students enter the classroom with prior knowledge from the previous school year and how they interacted with new information (Rogers 2014). By looking at this interval, the goal was to explore perceptions, feelings, and thoughts of 15 middle school teachers regarding teacher effectiveness and the influence on student achievement. (Rogers, 2018).
Rogers (2018) explain the relevance of this study is to research the most appropriate design by understanding the better fit and needs of students and teachers. There were five schools in Georgia that the study was conducted in this quantitative case study. The participants met the criteria of having a level IV mean student growth model score of 65% or higher as reported in the GDOE State Longitudinal Data System (Rogers, 2018). The teachers’ participants had a level IV mean student model score at least one time in the past three years (Rogers, 2018). The research study required the participants to answer open-ended interviews and observation in the classrooms which lead to open-ended focus group questions (Rogers, 2018). The literature reviewed five open-ended research questions:
- How do effective teachers implement professional knowledge and instructional planning to influence student achievement?
- How do effective teachers implement differentiation and instructional strategies to influence student achievement?
- How do effective teachers implement and use assessment strategies to influence student achievement?
- How do effective teachers create a positive and academically challenging environment to influence student achievement?
- How do effective teachers communicate to influence student achievement? (Rogers, 2018, p. 24-26)
The variables that Rogers (2018) aimed to compare were teacher effectiveness on the newly designed evaluation system and how it is influenced by research. Rogers (2018) predicted that students will be more successful with their academics if teachers differentiate their instruction by students’ preferences and interest. Additionally, Rogers (2018) did not forecast parental involvement and how that can be effective in the public schools.
The research on the dimension of teacher effectiveness has been extensive in the following areas: (a) Instruction, (b) student assessment, (c) learning environment, and (d) personal qualities (Rogers, 2018). The independent variables that Rogers (2018) identified for the study were: differentiated in data for learners, teachers using state standards, and strategies that are effective.
The study was conducted throughout the state of Georgia, at 15 different middle schools. The demographics of the 15 teacher participants include 12 female and 3 male middle school teachers (Rogers, 2018). The number of teaching experienced varied throughout the participates from four to thirty plus years.
Rogers (2018) found that in the study, teachers who are effective in the classroom reflect student achievement. The prediction that having a one-on-one and face to face interview with the teachers, made the interview response and the classroom observation results authentic. The teacher participants in this study also noted the importance of collaboration with teachers in their professional learning community (Rogers, 2018). Also, the prediction that teacher effectiveness can result in students’ academics was not rejected based on how the teachers’ responded to the five research questions.
Analysis
Rogers (2018) theoretical proposition design is clearly laid out. The design element allowed the interviewer to professionally transcribe the interviews and read the transcripts from the research questions in order to immerse in the research. As Rogers (2018) points out, he created tables for each research question and coded the individual and focus group responses.
This research showed a table was created to represent the data collected in the one-on-one interviews, focus group interviews and the classroom observations in response to each research question (Rogers, 2018). The teachers did not detract from the information presented, rather they added benefit to the reader. The inclusion of how teachers were selected demonstrated by the number of years employed as an educator and there was no bias from the researcher in selecting participants. Also important about the semi-structured interview questions, the teacher was granted an opportunity to have a mock interview. The data analysis was later prepared in a narrative format (Rogers, 2018).
Data collecting was a valid tool to measure the five techniques considered for the study. The components of the research design for this study included the following:
- (a) The research questions,
- (b) propositions,
- (c) process of analysis,
- (d) linking the data to the propositions, and
- (e) the interpretation of the findings (Yin, 2014).
The interviewer allowed the teachers an opportunity to be in their comfort zone where it did not have any fluence on effecting students’ grades, behavior, and attendance.
Also, the dynamics of having four focus groups on the middle school level was vital in collecting data. Participants in the focus group interview influenced each other by responding to ideas and comments in the discussion referred to snowballing (Rogers 2018). A good component used in this study was that Rogers (2018) reported that they considered five techniques on the analytic strategy for the study:
- (a) Pattern matching,
- (b) explanation building,
- (c) time-series analysis,
- (d) logic models and
- (e) cross-case synthesis (p. 72);
- these techniques are purposeful for the collection of data.
Rogers (2018) research did present several limitations. The qualitative case study represented general education teachers who were all Caucasian females. In order to increase generalizability, future research sites should be representative of urban, suburban and rural locations (Rogers, 2018). I would want to look at the questions that are written to see if they are appropriate for participants to answer. This would greatly help the effectiveness of results.
An improvement that could be made to Rogers (2018) study is to make the study conceptual. If the results help consistent specialist schools and learning styles, it would be a more definitive conclusion on the effectiveness of student achievement. An additional piece of information that would strengthen the case study is of the prediction that students’ attendance would not change in the 15 schools where the teachers are being interviewed.
When signing the participants up for the study, the researcher needs to analyze the attendance policy for the teachers and students. Also, the case study could have used a Likert scale for students to rate their satisfaction with teachers and their influence on achievement, school climate, teacher-student relationships, and a shift in attitude about education.
Rogers (2018) study did not need to be changed drastically. The one change to the study that would create more certainty and insight is to alter the participants in different districts and grades in the middle schools. With this change in the case study, the research questions could possibly would change for teachers working in urban inner-city school verses suburban schools. The inclusion of a discussion regarding student achievement and effectiveness of teachers is being paired with students to answer the research questions, and if any of the teachers or student move away before completing the case study, it would be imperative to build a rapport with the students (Rogers, 2018). This will strengthen the design and the outcome of the conclusion of the case study.
Personal Analysis and Practical Application
The influence of teacher effectiveness on student achievement is real across the United States. This research is interesting as it negates the findings through a case study by middle school teachers. Roybal, Thornton, and Usinger (2014) outline that there are seven attributes to a successful ninth grade transition program: “the role of peers; school supportive strategies and activities; challenge due to unfamiliar processes and procedures; changes in scope of learning activities; confidence and success of students; homework issues; and roles of teachers” (Roybal, Thornton, & Usinger, 2014, p. 480; Ganeson and Ehrich). Based off this case study it focused on middle school students and teachers.
This study could reflect on all levels including elementary and high school in the Georgia public school district. For students to be successful academically, there should be a positive impact on teacher effectiveness with students and parents. As the design is setup for all female Caucasian 7th-grade teachers, it should also include 8th grade teachers in the middle school. To decide if the case study for 7th grade is achieving its goals, the strategies must be implemented schoolwide and district wide, that way there’s consistency and diligence across the board. When designing the transition programs strategies Roybal, Thornton, and Usinger (2014) offer that
the research indicate that the following interventions have been effective: planning session between middle, schools and high school teachers, involvement of parents in high school activities, assistance for students with homework, incentive programs for attendance, grades and citizenship, system to earn credit each semester or each quarter, block schedules for core classes, closed campus, small learning communities, celebrations of student successes. (p. 480-481)
Moreover, this study showed me how to conduct a qualitative case study research. I learned how to set up the study by strategically selecting participants in order to have valid data. The researcher did an excellent job explaining how she formulated the research questions and the setting limitations on a better way to pick her teachers as participants for this research case study.
If the teachers in this study could, in fact, incorporate different interventions and how they show and incorporate continuous positive support, that could be a excellent data tracking tool that affects students’ behavior, attendance, and most importantly their academics. While Rogers (2018) case study research showed a positive impact on students’ achievement, it is important to also look at how it can impact students’ behavior, and attendance across the board. Providing students with an equal and positive education will help raise the positive success of each student in Georgia’s district.
Overall, the case study research conducted by Rogers (2018) provided teachers to be effective not only for struggling to implement best practice in the classroom but for teachers who like to improve their professional workability. The case study may not have shown parent involvement or peer tutoring increasing student achievement, however, Rogers (2018) referenced several other studies that found parent involvement and peer tutoring to be successful. Further research has been conducted on this topic and this will help first-year teachers to teachers with over 30 years of experience insight on how successful if teacher’s effectiveness can influence student achievement.
As Rogers (2018) points out, as a community of stakeholders, effective teachers should be identified and recognized and celebrated for the heroic efforts displayed in the classroom. If they investigate different grade levels and teacher participants in this case study research, there could possibly be a variety of great generalizability of classroom teachers. Lastly, if this study took a deeper look in parent involvement, schools community resources, and enforcing attendance (truancy) this case study data will look different in a positive way.
