As discussed above, though, previous research documents spending differences resulting from less intentional factors, primarily differences in teacher salary costs due to different
levels of teacher experience.
· over three quarters
of teachers experienced classroom temperatures in excess of 24 degrees on more than a quarter of days during the survey period (four weeks in summer 2011);
But this «cleaning house» approach, encouraged and supported by the Obama administration, betrays a lack of appreciation for the
value of teacher experience, a myopic view of accountability, and a flawed understanding of how substantive change occurs in public schools.
Duke University economists Charlie Clotfelter, Sunny Ladd, and Jacob Vigdor reported a few years ago that the effects
of teacher experience in North Carolina varied with student race and family income.
A new study published in the Journal of Positive Behavior Interventions revealed that 95 %
of teachers experience high levels of stress.
No wonder that a
study of teachers experiencing such traditional teacher evaluation found that 41 percent of teachers said their evaluation was «just a formality,» and another 32 percent said at best it was «well - intentioned but not particularly helpful» to their teaching practice (Duffett, Farkas, Rotherham, and Silva, 2008).
For evidence that experience does not directly correlate with teacher effectiveness, and therefore should not be the sole determinate of the highest steps on a pay scale, see the following: J. King Rice «The
Impact of Teacher Experience: Examining the Evidence and Policy Implications.»
But there is almost universal agreement on the
value of teacher experience, and research indicates a multiplier effect on students» performance when they are taught by ineffective teachers over multiyear periods.
Digital video applications such as these provide preservice science methods students and instructors with the opportunity to study and learn from lessons conducted across a range of classroom settings,
levels of teacher experience, and children of varying abilities.
Let denote outcome h for classroom j in school i. Let denote a vector of predictor variables such as class size, years
of teacher experience, and an average of test scores from a previous year for members of the classroom.
These predictive effects can be based on residuals, where first we form predictions based on observed variables (X) such as class size, years
of teacher experience, lagged test scores, and parent characteristics.