LoGerfo, Laura

Abstract: The basics of No Child Left Behind (NCLB)--adequate yearly progress benchmarks, provision of supplemental services, and a "highly qualified" teacher in every classroom--are known. The intense scrutiny of the "how to" of those basics has resulted in a mix of impassioned criticism and effusive praise. What has been left largely unexamined in the hubbub is perhaps the law's central, if unspoken, principle: that a serious commitment to learning-for-all can help make it so. Indeed, the NCLB legislation calls for "greater responsibility" from teachers and schools for student learning. This article talks about a study conducted by the author to explore whether a teacher's own sense of responsibility for that learning makes any difference to students learning and how to nurture that sense of responsibility. The author's study of a nationally representative sample of 1st graders and their teachers suggests that teachers who take personal responsibility for student learning can improve student achievement, specifically, children with teachers who have a greater sense of responsibility for student outcomes learn more in reading during the 1st grade. Unfortunately, the findings presented here also suggest that the teachers of economically disadvantaged students are less likely to take responsibility for student outcomes. It should not be dedicated solely to the daunting task of identifying, hiring, and retaining more responsible teachers. In this article, the author found that a teacher's work environment has a strong relationship with the commitment to student learning. Teachers who report that their school's leadership is supportive of their efforts in the classroom have a much greater sense of responsibility, as do teachers in Catholic schools. Improving the quality of school leadership could also be an effective means of staffing the nation's classrooms with responsible teachers.

总结：不让一个孩子掉队的基础知识（NCLB） 适当年度进步标准，提供辅助服务和“高素质”的教师在每一个班级。严格审查了“如何做”的基本知识，导致了慷慨激昂的批评和热情洋溢的赞誉组合。在本文中，笔者发现，教师的工作环境与承诺学生学习有牢固的关系。教师报告说，因为在天主教学校做老师，他们学校的领导是支持他们在课堂上努力的责任。提高学校领导的素质也可能是人手国家的教室与负责教师的有效手段。

来源：Education Next, v6 n3 p68-75 Sum 2006. 8 pp.