Teacher Leaders and Student Achievement: can the dots be connected?

Autores

  • Sommer Calderone Semmes Middle School
  • Andrea M. Kent University of South Alabama
  • Andre M. Green University of South Alabama

DOI:

https://doi.org/10.14244/198271992525

Resumo

Abstract

This study was designed to determine the effects of teacher leadership on student achievement in middle school math and science. Participants were 173 8th grade students, and eight teachers — four of whom were identifed as teacher leaders. The experimental groups were comprised of students who were instructed by teachers identifed as teacher leaders; and the control groups were comprised of students instructed by teachers not identifed as teacher leaders. Each experimental and control group was compared using the Explorer test results to determine equivalence between groups. An ANOVA performed on End of Quarter Test data in advanced and non-advanced math and science revealed a signifcant difference in both the advanced science and math groups; teacher leaders are positively correlated with higher scores of the advanced math and science groups. No signifcant difference was found between the experimental groups and control groups in either non-advanced math or science classes; teacher leaders did not signifcantly impact the scores of the non-advanced math and science groups.

Keywords: Teacher leadership, Middle school, Math, Student achievement.

References

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Biografia do Autor

Sommer Calderone, Semmes Middle School

Is an eighth-grade science teacher at Semmes Middle School, a large middle school in Mobile, Alabama. She is in her eleventh-year teaching science in a middle school classroom, having taught both seventh and eighth grades. Her undergraduate degree is in meteorology, master’s degree in secondary science, and her educational specialist degree is in teacher leadership. Mrs. Calderone is an advocate of utilizing technology in her classroom daily as she teaches physical science, chemistry, and physics.

Andrea M. Kent, University of South Alabama

Is Dean and Professor of Literacy Education in the College of Education and Professional Studies at the University of South Alabama. Her background as a public-school educator for a decade keeps her focused on the importance of preparing educators to meet the needs of all students. Dr. Kent’s scholarly interests include mentoring and induction, literacy development in all content areas with preservice and inservice teachers, teacher leadership, and meaningful technology integration.

Andre M. Green, University of South Alabama

Is Associate Dean and Professor of Science education in the College of Education and Professional Studies at the University of South Alabama. He also holds a faculty appointment in the Department of Chemistry in the College of Arts and Sciences. Dr. Green is the Executive Director for the USA Center for Integrative Studies in Science, Technology, Engineering, and Mathematics. He has extensive experience in working with minority students from urban environments. Dr. Green has several grants awarded by the National Science Foundation to prepare science and mathematics teachers.

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Publicado

14-05-2018

Como Citar

CALDERONE, S.; KENT, A. M.; GREEN, A. M. Teacher Leaders and Student Achievement: can the dots be connected?. Revista Eletrônica de Educação, [S. l.], v. 12, n. 2, p. 395–407, 2018. DOI: 10.14244/198271992525. Disponível em: https://www.reveduc.ufscar.br/index.php/reveduc/article/view/2525. Acesso em: 26 abr. 2024.

Edição

v. 12 n. 2 (2018): maio-ago., 2018

Seção

Artigos

Licença

Licença CC-BY-NC
(Atribuição Não Comercial)

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