Download information about the impact of National Board Certification. (PDF - 74kb)
A Research Guide on National Board Certification of Teachers
The guide summarizes a variety of research about National Board Certification and student achievement. (PDF - 291kb)
Browse Studies
National Board Certification as Professional Development: What Are Teachers Learning?
Institution:Michigan State University
Principal Investigator:
Lustick, D., Sykes, G.
Date:
March 2006
Study Overview:
This study investigated the National Board Certification assessment process in order to identify, quantify and substantiate learning outcomes from the participants. A total of 120 candidates for the Adolescent and Young Adult Science (AYA Science) Certificate were studied over a two-year period using the recurrent institutional cycle research design.
This quasi-experimental methodology allowed for the collection of both cross-sectional and longitudinal data, which ensured a good measure of internal validity regarding observed changes between individual and across group means. Transcripts of structured interviews with each teacher were scored by multiple assessors according to the 13 NBPTS standards for accomplished science teaching. These scores provided the quantitative evidence of teacher learning in this study.
Significant pre-intervention to post-intervention changes to these individual and group means are reported as learning outcomes from the assessment process. Findings suggested that the intervention had a significant impact upon candidates' understanding of knowledge associated with science teaching, with an overall effect size of 0.47. Standards associated with greatest gains included Scientific Inquiry and Assessment. The results supported the claim that the certification process is an effective standards-based professional learning opportunity comparable to other human improvement interventions from related domains.
Drawing on qualitative data, the study also explored three possible implications of teacher learning outcomes from certification upon classroom practice identified as Dynamic, Technical and Deferred. These patterns suggested that more than one kind of learning may be taking place in relation to certification. The discussion then considered the importance of this study for policy-making and science teaching communities.
Main Research Questions:
- What are teachers learning from National Board Certification?
Publications:
Full text of study:
- From the Education Policy Analysis Archives Web site
- Download here (PDF - 1.1mb)
Subject Area:
Standards-Based Professional Development