Theoretical Perspective, Dissertation Example

Executive Summary

The dissertation for the theoretical perspective regarding the effects of the National Board of Professional Teaching Standard’s Certification on student’s achievement revolves around the assumption of the hypothesis that the certification itself does not have a corollary impact regarding a teach receiving the certification and the student’s scholastic achievement.  The hypothesis is stated in three forms regarding the three levels of measurement needed to show a potential relationship between academic achievement and teaching credentials based on the NBPTS.  The three areas are the mathematics and English sections of the Scholastic Assessment Test (SAT) test taken by 12^th grade students and their respective grade point averages (GPA).  The quantitative data coupled with the qualitative information received from the stakeholders and teachers will provide information on the validity of NBPTS’s certification program and the academic proficiency and achievement of students in the United States.

Learning Theory- Overview and Contribution

Learning theory has three main areas concerning learning framework or categories.  They are behaviorism, cognitivism and constructivism.  Behaviorism is based upon three distinctive assumptions.  The first basic assumption is that learning results in a change in the subject’s behavior.  The second is the environment shapes behavior and the third revolves around the continuity of the events or in other terms how close the learning events occur so that the subject can build a relationship between the event and reinforcement of that behavior (Schunk, 2011).  Learning is based on conditioning the learner with new behavior.  Cognitivism is a different approach than behaviorism because cognitivism incorporates two distinctive assumptions in such that the memory system acts like a processor of information and prior knowledge plays a key role in learning new attributes and knowledge.  Constructivism views learning as a procedure in which the learner “builds” on his or her knowledge base with new experiences and data, hence “construct” in the word constructivism.

The certification of the teacher in each of these areas of learning theory will confirm or deny the fact that having certified teachers provide a substantial and excelled foundation for the learner.  No matter how the learner increases their knowledge it is important to understand if having a certified teacher and creating an educational level of excellence contributes to higher standardized test scores and academic aptitude.

Educational Productivity Theory- Overview and Contribution

The Educational Productivity Theory (EPT) is based on the assumption that to increase educational productivity, efficiency and aptitude goals and objectives must be established for students to achieve (Scheerens & Bosker, 1997).  This theory can also apply to the teacher in terms of setting goals and objectives so that both the student and the teacher are held to the appropriate level of performance with measurable metrics to guide performance.  The theory goes on to explain that multiple factors should be taken into consideration when setting objectives and goals (Seymour, 1996).  These variables include student ability, motivation, instructor’s ability, and the learning environment including the class and home environments.

The main variable in Educational Productivity Theory which is being researched is that of the quality of the instruction received by the student and how a certification by the NBPTS could increase, decrease or have no significant impact on the educational value provided by the instructor.  Depending on the outcome of the research study, greater control could be asserted over the goals and objectives established for instructors and teachers so that a higher baseline of learning could be established for the United States educational system.  If the hypothesis is proven to be false other methods of variable control will need to be asserted.

Strain Theory- Overview and Contribution

Strain Theory is based on the social structure within a society which could place undue pressure on its citizens to crimes based on their needs in the society.  The overall structure of strain theory shows that the process for how societal needs filter down the individuals and how the friction or causation of the needs are interpreted by the individual and how they determine how they will fulfill those needs.  The basis for strain theory incorporates the pressure or need for the individual to fulfill a certain need with the resources available to do so (Agnew, 2006).  The strain could be caused by multiple factors but in the case regarding education the gap could be provided by the lack of educational opportunities afforded to those that fall behind the learning curve and do not have the appropriate educational base to become a productive member of society.  This inability to fulfill their basic needs based on lack of proper education could result in deviant behavior and criminal acts.

The gap which was broadened by not building the appropriate educational base to all classes of society could be bridged by ensuring the educational system holds each teacher to the same level of excellence.  The study will show if the certification presented by the NBPTS could be a basis of excellence for educators in the United States.  By established a basis of performance and qualifications for educators the standard is established for all communities regarding educational levels.

The research will answer the questions regarding the NBPTS’s certification and impact on academic achievement and testing ability as well as overall performance throughout the students’ academic career in secondary education, grades 9-12.  The results would show a corollary effect on educator’s certification standards, goals and objectives with students’ educational performance and the relation to Learning, Educational Productivity and Strain theories.

References

Agnew, R. (2006). Pressured into crime, an overview of general strain theory. Oxford University Press.

Scheerens, J., & Bosker, R. J. (1997). The foundations of educational effectiveness. Emerald Group Pub Ltd.

Schunk, D. H. (2011). Learning theories, an educational perspective. (6th ed.). Addison-Wesley.

Seymour, D. (1996). Once upon a campus, lessons for improving quality and productivity in higher education. Oryx Press.