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An analysis of the achievement of students with TESA-trained teachers compared to the achievement of students with non-TESA-trained teachers
Abstract
Teacher Expectations and Student Achievement (TESA) is a staff development program for teachers at all levels. It has been in existence nationwide for nearly twenty years and is based on fifteen separate teacher-student interactions identified as being supportive and motivating. Cited research has proven that these interactions were practiced in classrooms with high achievers more frequently than with low achievers. A model was developed where the interactions were grouped into three major strands, five interactions per strand. The TESA model trains participating teachers to interact with low achieving students at the same rate as high achieving students. The purpose of this study was to determine if overall levels of student achievement increased greater with TESA trained teachers compared to non TESA trained teachers. This quasi-experimental study compared differences of student achievement levels in the areas of math, reading, and language arts between an experimental group (N = 82) and a control group (N = 128). A two-by-two split plot design utilizing ANOVA statistical procedures was employed to define levels of significance $(p<.05).$ The subjects were from two similar elementary schools and from matching grade levels. Independent variables involved five TESA trained teachers (experimental group) and six non TESA trained teachers (control group) along with pretest and posttest time factors. The dependent variable involved the means of normal curve equivalent (NCE) scores from a standardized achievement battery. No statistically significant relationships existed among the three areas of math, reading, and language arts between the experimental and control groups due to the TESA treatment. It was recommended that further quantitative studies, utilizing a similar design be implemented with comparison groups from different grade and ability levels, cultural settings, and socioeconomic backgrounds.
Subject Area
Curricula|Teaching|Teacher education|School administration
Recommended Citation
Hindalong, Richard Lee, "An analysis of the achievement of students with TESA-trained teachers compared to the achievement of students with non-TESA-trained teachers" (1993). ETD collection for University of Nebraska-Lincoln. AAI9322798.
https://digitalcommons.unl.edu/dissertations/AAI9322798