Research-Based Approaches for Identifying and Assessing Effective Teaching Practices
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2015 Sense Publishers. All rights reserved. Research has found that having an effective teacher is one of the most influential factors that improve students academic achievement (Darling-Hammond, 2011). Unfortunately, the inequitable distribution of highquality teachers within and across schools is one of our most serious educational problems (Darling-Hammond, 2010, 2011; Rothman, 2009; Waxman, Padrn, Shin, & Rivera, 2008). High-poverty schools that serve predominantly minority and poor students have been found to typically have less-experienced and less-qualified teachers than low-poverty schools (Almy & Theokas, 2010; Jerald, Haycock, & Wilkins, 2009). Students from highpoverty schools have also been found to have diminished opportunities to learn and receive a lower quality of classroom instruction than their more affluent peers from low-poverty schools (Boykin & Noguera, 2011; Camburn & Han, 2011).
