May 2003, Vol. 34, Issue 3
Teacher Variables That Relate to Student Achievement When Using a Standards-Based Curriculum
Harold L. Shoen, Kristen J. Cebulla, Kelly F. Finn, Cos Fi
We report results from a study of instructional practices that relate to student achievement
in high school classrooms in which a standards-based curriculum (Core-Plus) was used. We used regression techniques to identify teachers' background characteristics, behaviors, and concerns that are associated with growth in student achievement
and further described these associations via graphical representations and logical analysis. The sample consisted of 40 teachers and their 1,466 students in 26
schools. Findings support the importance of professional development specifically aimed at preparing to teach the curriculum. Generally, teaching behaviors that are consistent with the standards' recommendations and that reflect high mathematical
expectations were positively related to growth in student achievement.
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