问答题 Are Teachers Responsible for Student Learning? The argument can be made that student learning is both the responsibility and choice of the individual student. Consider the following quote, which espouses this position:Because every person is accountable for his or her own behavior but not for what other people do, teachers must be held accountable for what they do as teachers but not for what their students do as learners. Students are responsible for their own learning. Ultimately, this position is quite accurate. As Elliot Eisner acknowledges, it is the students who must integrate and make sense of new knowledge or practice new skills. Without their participation, it is possible that no actual learning will take place; and in fact, in many states in the U.S., high-stakes testing programs are holding students responsible for their learning by denying promotion, requiring summer school, and delaying graduation. But is learning solely the responsibility of students? Most of us would agree that learning is a partnership between teachers and students in which both hold responsibility. Indeed, many educators believe that teaching has not taken place if students have not learned. Research clearly suggests that teachers and the quality of their instruction directly affect student learning. If teachers can influence learning, then is it not a professional obligation to promote the greatest amount of learning possible? The process-product research summarized by Brophy and Good and a host of others has supported the positive effects of certain teaching practices that enhance student achievement gains. Clearly, teachers are the school’s primary point of contact with students and in large part determine the outcomes of educational goals and learning results for students. A substantial body of research has supported the broader contention that teacher quality — as defined in numerous ways—directly affects student learning. In a sweeping meta-analysis of available studies on what variables impact school learning, Wang, Haertel, and Walberg found a “general agreement among experts” regarding these influences. One of their major conclusions was that variables such as state, district, and even school-level policy have little direct influence on school learning; it is variables like psychological factors, instructional characteristics, and home environment that have more impact. Schools obviously have the greatest control over instructional characteristics as determined by classroom teachers. Given this research base, we believe that teachers are responsible not only for teaching but also, to some extent, for learning outcomes. If this position is accepted, then there is the question of how to measure learning outcomes.

问答题 Without their participation, it is possible that no actual learning will take place; and in fact, in many states in the U.S., high-stakes testing programs are holding students responsible for their learning by denying promotion, requiring summer school, and delaying graduation.

问答题 If teachers can influence learning, then is it not a professional obligation to promote the greatest amount of learning possible?

问答题 Clearly, teachers are the school’s primary point of contact with students and in large part determine the outcomes of educational goals and learning results for students.

问答题 One of their major conclusions was that variables such as state, district, and even school-level policy have little direct influence on school learning; it is variables like psychological factors, instructional characteristics, and home environment that have more impact.

问答题 Given this research base, we believe that teachers are responsible not only for teaching but also, to some extent, for learning outcomes.