Though based on evidence from the USA, the findings and conclusions of this research will make for interesting reading for professionals concerned with teacher CDP and training.
Teachers, schools and academic achievement
Synopsis
This paper from the USA addresses the impact of schools and teachers in influencing pupils’ achievement. The research suggests class size has a modest but statistically significant effect on mathematics and reading achievement, though this declined as pupils progressed through school. A better indicator of achievement was the effectiveness of the teaching pupils received.
In line with other research, the researchers found no evidence that a master’s degree improved teaching skills. It also found that teachers tended to see a large improvement in their teaching during their first year, with small gains over later years as they had built up more experience.