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Effects of teacher characteristics and practices on student achievement in high-schools with standards-based curriculum

, Indiana University, United States

Indiana University . Awarded


The purpose of this study is to understand the effects of different teacher qualities and teaching practices on student achievement in high schools with a standards-based curriculum. One of the limitations in previous research on teaching was the lack of common curriculum and teaching materials for all instructors and students within the studies. However, recent evidence from the teaching literature indicates that curriculum and instructional material affect teachers' teaching practices.

Utilizing a mixed method approach, this study investigates the effects of teacher characteristics and teaching practices in a course offered through Cisco Networking Academy, which has a standards-oriented curriculum delivered online. Participants in the study were 226 teachers and 3,299 students from Networking Academies located in the United States. An online survey was administered to collect data about teacher qualities and typical classroom teaching practices. The findings suggest that certain teacher characteristics such as teaching experience, degree, and primary teaching field do not have effects on student achievement. Similarly, examined teaching practices do not show any effect on student achievement. Instructors use lecture, hands-on laboratory activities, and testing as primary teaching activities and instructors with high and low student achievement use similar teaching methods. The study suggests new insights for studying teacher effects on student achievement and provides recommendations for designing standards oriented learning environments. In addition to implications, limitations and suggestions for future research efforts are presented.


Cakir, H. Effects of teacher characteristics and practices on student achievement in high-schools with standards-based curriculum. Ph.D. thesis, Indiana University. Retrieved February 27, 2020 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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