Becoming a National Board Certified Teacher, Essay Example

Research Design

This study selects a mixed design research method. A mixed design employs both quantitative and qualitative data analyses in order to determine the answers to the given research questions. The quantitative portion seeks to establish statistically-supported inferences based on valid and reliable data gathering as in the studies of Phillips (2008) and Rouse (2008) while the qualitative portion seeks to develop themes from credible information such as in Burns (2007), and Petty et al. (2010). Using a mixed method approach is preferable than using either approaches alone, since the mixed methods approach provides a way for the researcher to see the output of the study on both points of view, enabling the researcher to connect relationships between results (Cameron, 2010). For this study, quantitative analysis will be conducted in determining existence of significant differences between the academic performance of students taught by NBCTs and students taught by non-NBCTs. On the other hand, the qualitative approach will be used in drawing out themes on the opinions of students regarding teachers who are National Board certified and teachers who are not National Board certified in terms of various aspects regarding their teaching proficiency.

Variables

In line with the qualitative aspect of the methodology, the variables of the study that will be subjected to data analysis need to be defined (Hoy, 2009). These variables are age, gender, school, teacher type, score, GPA, and honors. The variables age, gender, and school are demographic variables. Demographic variables are variables that are collected in order to have an idea regarding the general characteristics of the sample (Hoy, 2009). Demographic variables also serve the purpose of checking for bias in the results. It is important in a study to determine if the results are biased towards a particular gender, or if results are related to age. Teacher type refers to the variable determining if the respondent was taught by an NBCT or a non-NBCT. The teacher type is considered in this study as the independent variable. The independent variable is the variable that groups the respondents’ responses into separate datasets for analysis (Hoy, 2009). Score, GPA, and honors are all dependent variables. Dependent variables are the variables that are to be compared in the study (Hoy, 2009). Score is defined as the numerical score of the respondent in a standardized national assessment. GPA refers to the grade-point-average of the student respondent. Honors is the variable indicating if the respondent is a member of the honor roll or if the respondent is not a member of the honor roll. It is also important to be able to classify the variables according to their data scale. Ratio and interval scale variables are variables that contain numbers which can be operated on (Hoy, 2009). The GPA and the standard score are interval scale variables while age is a ratio variable. Nominal scale variables are variables that contain responses that can only be distinguished from one another, but cannot be ordered or operated on arithmetically (Hoy, 2009). Gender, school, teacher type, and honors are all nominal scale variables.

Constructs

For the qualitative aspect, it is important determine the constructs that will be analyzed using interview data gathered from respondents (Lichtman, 2009). In this study, the constructs are teacher’s content effectiveness, teacher’s motivational effectiveness, and teacher’s assessment effectiveness. These constructs are expected to be able to provide a means for building students’ overall perception of the NBCT teacher as well as the non-NBCT teacher. Credibility of the data will be ensured by confirming all of the objective details provided by the respondent during interviews. Integrity will be ensured by recording all interviews and transcribing them verbatim.

Data Gathering

Data will be gathered using survey questionnaires and one-on-one student interviews. The questionnaire will contain questions asking all of the data required for quantitative analysis. On the other hand, the interview with gather all of the data that will be used for qualitative analysis. All of the interviews will be voice recorded and subsequently transcribed. All of the surveys will be encoded in an electronic worksheet.

Reliability and Validity

It is highly important for the quantitative data gathering of a study to ensure that the data gathered are reliable and valid. In order to ensure reliability, the survey instrument to be used will be pilot-tested to a group of students of similar demographics as the expected respondents of the study. The study will conduct the test-retest method as described in Hoy (2009) where the students will be asked to accomplish the instrument and then asked to accomplish the same instrument after a few days. For each question, the results each student between the first and second times that he or she accomplished the instrument should be statistically the same in order to be able to infer that the instrument is reliable. In order to ensure that the instrument is valid, it will be shown to three subject matter experts as suggested in Hoy (2009). The experts will confirm or deny the content validity of the instrument with regard to the variables that the study seeks to measure.

References

Burns, J. (2007). Becoming a National Board Certified Teacher: One Teacher’s Perspective. Science Scope,30(9): 38-42.

Cameron, R. (2010). “Mixed Methods in VET Research: Usage and Quality.” International Journal of Training Research, 8(1): 25-39.

Hoy, W. (2009). Quantitative Research in Education: A Primer. Sage Publications.

Lichtman, M. (2009). Qualitative Research in Education: A User’s Guide. Sage Publications.

Petty, T., O’Connor, K., and Dagenhart, D. (2010). “Was It Worth It? Some National Board Certified Teachers Say No!” Educational Forum, 74(1): 19-24.

Phillips, A. (2008). “A Comparison of National Board Certified Teachers with Non-National Board Certified Teachers on Student Competency in High School Physical Education.” Physical Educator, 65(3): 114-121.

Rouse, W. (2008). “National Board Certified Teachers are Making a Difference in Student Achievement: Myth or Fact?” Leadership and Policy in Schools, 7(1): 64-86.