Differentiating more effective and less effective teachers of elementary-aged, at-risk students

The increasing number of at-risk students is a major concern of education today. Many school districts have incorporated training in supportive and practical teaching techniques to improve teaching performance and, subsequently, achievement of these students.

This blind study was designed to determine if teachers of elementary-aged, at-risk students who were identified as more effective would demonstrate different behaviors, strategies, and teaching events from teachers who were identified as less effective, where neither the more effective nor the less effective teachers had been trained in specific supportive and practical teaching techniques.

Six teachers of elementary-aged, at-risk students were observed on three separate occasions. During these visits, the researcher handscripted, audio-taped, and afterwards transcribed the data. A seventeen-item Teacher Observation Summary Score Card was used by the researcher to record and code teaching behaviors, strategies, and teaching events following the observations. Inter-rater reliability was established and the researcher was authenticated as an observer prior to the field study by employing the technique of simultaneous observations conducted by the researcher and an expert. The Teacher Perceiver Interview (TPI), yet another blind portion of the study, was administered and scored by a TPI analyst to predict the willingness of teachers to establish productive relationships with students.

The data were analyzed using descriptive statistics and qualitative methods. Of seventeen possible teaching behaviors, the researcher found twelve differences between more effective and less effective teachers of elementary-aged, at-risk students. The twelve behaviors were observed for all three more effective teachers while only one or two of the three less effective teachers exhibited the same behaviors. The twelve teacher behaviors were (1) demonstrates established routines and procedures, (2) maintains smooth transitions, (3) prepares equipment and materials for use, (4) manages disruptive behavior, (5) exhibits control and calmness, (6) begins class promptly, (7) involves students quickly by focusing on the lesson, (8) paces the lesson, (9) provides high time on task, (10) provides for varied learning styles, (11) uses a variety of strategies and models, and (12) incorporates a variety of learning modalities. More effective teachers of at-risk students are distinguishable from less effective teachers in the teaching methods they use.