| Over the years, educational researchers have investigated factors considered to affect learning. Numerous correlational and experimental studies have found associations between achievement patterns and teacher instructional behaviors (e.g., Anderson, Evertson, Brophy, 1979; Rosenshine, 1995). Teacher effect studies represent an important area of research from which a picture of effective teaching is emerging. The purpose of this study was to differentiate the instructional practices of kindergarten teachers who were more effective, effective, and less effective in producing high student achievement. The teacher sample consisted of nine kindergarten teachers from the 1996–97 school year who taught in full-day or half-day classrooms at four schools in one suburban school district. Archival record data were collected from 208 students (107 students who attended full-day kindergarten and 101 who attended half-day kindergarten during the 1996–97 school year), from four schools with ethnically diverse students and substantial numbers of students on free and reduced lunch. Teacher observation data and an instructional practices questionnaire (constructed from findings of previous teacher effectiveness studies) were used to compare the teachers' instructional practices. Teacher effectiveness was measured by analyzing the class mean, the dispersion of student scores, as well as the extent to which the teacher was effective in producing consistently high achievement across subject areas from various measures of achievement. Additionally, student scores from first grade were examined to identify teachers whose students maintained or increased in cognitive achievement. The quantitative data were matched with the corresponding qualitative data to differentiate instructional similarities and differences of teachers who were more effective, effective, or less effective in promoting high achievement with kindergarten students.; The results of this study indicate that kindergarten instruction differs substantially from school to school and from class to class. One more effective half-day kindergarten teacher's students did as well or better on kindergarten and first grade assessments, when compared with many of the full-day kindergarten classes. Additionally, this study found that high academic achievement in kindergarten does not necessarily lead to high subsequent achievement. Two out of the three kindergarten teachers, who were identified as more effective in producing high student achievement on kindergarten assessments, were not effective in producing high student achievement in first grade. These teachers self-reported a less developmental approach to kindergarten instruction. These findings suggest that it is possible to discern some common characteristics of teachers who are more effective, effective, or less effective in producing high kindergarten achievement. Teachers who were identified as effective generally self-reported a more developmental philosophy and practices. Interestingly, the effective teachers' students had high first grade academic achievement. Students of one teacher who was classified more effective and self-reported a developmental approach, maintained high achievement in first grade. These results suggest that disregarding developmentally appropriate instructional practices in kindergarten to produce high student achievement may be counter productive. While rote drill and practice to ensure high student performance may produce short-term gains, concern should be focused on the cognitive development of children over time. |
