Author: Erroll Quinn Headen Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 181
Book Description
Educational accountability has moved to the forefront of the educational reform movement. There is a call to have every student taught by a highly effective teacher at a highly effective school. How do we get there? As states compete for funding under the Race to the Top initiative (RTTT), new teacher evaluation policies have become one of the leading tools to assess teacher effectiveness. The purpose of this study is to examine select state teacher evaluation policies and the literature on teacher evaluation for the larger purpose of informing teacher evaluation policies and practices in Alabama. The goal is to make Alabama education policymakers and leaders aware of the current trends in teacher evaluation and an analysis of their successes and failures. The study begins with educational accountability in the United States, starting with the signing of the Elementary and Secondary Education Act (ESEA) and follows the different acts, policies, initiatives, and competitions ending with RTTT. The second stage looks at the literature on educational reforms and the causal assumptions behind these reforms. The research was based on a comparative policy analysis using qualitative methods. The study includes a comparative data matrix, which includes anchors and subanchors from five states: Georgia, Tennessee, New York, Illinois, and Alabama. The move toward new teacher evaluation policies and models has been eminently contested and debated by all stakeholders. Several implications for states and teachers emerged from this study, including the following: (a) creating new teacher evaluation policies using multiple measures, (b) using student data as a percentage of a teacher's final evaluation rating, and (c) the need for teachers to have a voice in the development of the new teacher evaluation policies.
Author: Rolf Strietholt Publisher: Waxmann Verlag ISBN: 3830980914 Category : Education Languages : en Pages : 237
Book Description
One of the most salient findings from the field of education is that there are huge national differences in student achievement as shown in international comparative studies like PISA and TIMSS. The shockingly large gap between the highest performing countries (mostly in East Asia) and many European countries corresponds to a difference in attainment of two years of schooling. Although this finding has been replicated in several studies, the reasons for and consequences of such differences are currently not well understood. This book is a collection of essays and studies by leading experts in international comparative education who demonstrate how international comparative assessments can be used to evaluate educational policies. The volume is organized into two parts that address, first, theoretical foundations and methodological developments in the field of international assessments, and, second, innovative substantive studies that utilize international data for policy evaluation studies. The intention of this book is to revisit the idea of 'using the world as an educational laboratory', both to inform policy and to facilitate theory development.
Author: Morgaen L. Donaldson Publisher: Routledge ISBN: 0429624158 Category : Education Languages : en Pages : 214
Book Description
In the wake of national interest in teacher evaluation, this book examines what we have learned about how and whether teacher evaluation holds teachers accountable and improves their practice. Drawing on literature in psychology, economics, and sociology, this multi-disciplinary and multi-perspectival book explores teacher evaluation’s intended goals of development and accountability, as well as its unintended consequences, especially as they relate to equity. Blending theory from diverse disciplines with decades of research, this book provides new insights into how teacher evaluation has played out in schools across the United States and offers recommendations for research, policy, and practice in the years to come. Insights include how to embed teacher evaluation in a larger culture of continuous learning; rethinking assumptions on accountability and development aims; and highlighting the importance of equity in the design, implementation, and outcomes of teacher evaluation. Every chapter concludes with practical recommendations informed by theory and research to guide policymakers, researchers, and district and school leaders as they seek to understand, design, and implement better teacher evaluation systems.
Author: OECD Publisher: OECD Publishing ISBN: 9264190651 Category : Languages : en Pages : 721
Book Description
This report provides an international comparative analysis and policy advice to countries on how evaluation and assessment arrangements can be embedded within a consistent framework to improve the quality, equity and efficiency of school education.
Author: Jisung Yoo Publisher: ISBN: Category : Languages : en Pages : 468
Book Description
This study investigates the effectiveness of the new teacher evaluation policies in the U.S. and South Korea to guarantee equal distribution of high-quality teachers. More specifically, the relationships among components of the teacher evaluation systems, teacher effectiveness, and student achievement in the U.S. and South Korea are examined. Multiple regression analysis was used to examine the relationships among all variables, while structural equation modeling was performed to examine the directional relationships among socioeconomic factors, evaluation components, teacher effectiveness, and student achievement in the two countries. As teacher evaluation systems vary across the U.S., the findings regarding the influence of the evaluation components also varied. However, a number of significant relationships between components and student achievement were revealed. One consistent significant finding was that states that effectively place student teachers with highly effective supervising teachers are likely to have higher NAEP scores. Unlike the U.S., South Korea has a national teacher evaluation system that rewards highly effective teachers with a sabbatical and requires ineffective teachers to pursue further training. Results revealed varying significant relationships emphasizing the importance of teachers' peers' and parents' participation and evaluation scores, as well as other inconsistent significant relationships between evaluation consequences (sabbaticals and professional development) and student achievement. Regarding the influence of socioeconomic factors, regions in South Korea with higher enrollment and regional revenue tend to effectively use professional development, while states in the U.S. with higher teacher-student ratios and higher federal revenue tend to effectively use merit pay and professional development, respectively. The comparative analysis focusing only on the two common components (compensation and professional development) of the U.S. and South Korea systems revealed that states in the U.S. effectively using both components tend to have lower student achievement, while student achievement in regions in South Korea with a higher number of teachers receiving sabbaticals and requiring professional development tends to be higher during some years of analysis while lower in others. The results of this in-depth comparative analysis can inform policymakers and researchers on improving teacher evaluation policy with the ultimate goal of addressing the problem of inequitable distribution of high-quality teachers.
Author: OECD Publisher: OECD Publishing ISBN: 9789264190641 Category : Languages : en Pages : 672
Book Description
This report provides an international comparative analysis and policy advice to countries on how evaluation and assessment arrangements can be embedded within a consistent framework to improve the quality, equity and efficiency of school education.
Author: Jorge Manzi Publisher: Springer Nature ISBN: 303113639X Category : Education Languages : en Pages : 358
Book Description
This book presents some of the leading technical, professional, and political challenges associated with the development and implementation of teacher evaluation systems, along with characterizing some of these systems in different countries around the world. The book promotes a broader comprehension of the complexities associated with this kind of initiatives, which have gained relevance in the last two decades, especially in the context of policies aimed at improving the quality of education. The first section of the book includes conceptual chapters that will detail some of the central debates around teacher evaluation, such as a) performance evaluation versus teaching effectiveness; b) tensions between formative and summative uses of evaluation; c) relationship between evaluation and teacher professionalization; and d) political tensions around teacher evaluation. In the second section, the book addresses specific examples of national or state-wide initiatives in the field of teacher evaluation. For this section, the authors have invited contributions that reflect experiences in North America, Asia, Europe, Oceania, and Latin America. In each chapter, a teacher evaluation system is presented, including their main results and validity evidence, as well as the main challenges associated with its design and implementation. This wide-ranging presentation of teacher evaluation systems around the world is a valuable reference to understand the diverse challenges for the implementation of teacher evaluation programs. The presence of conceptual chapters with others that illustrate how teacher evaluation has been implemented in different contexts gives the reader a comprehensive view of the complex nature of teacher evaluation, considering their technical and political underpinnings. It is a valuable source for anyone interested in the design, improvement, and implementation of teacher evaluation systems.
Author: Erroll Quinn Headen
Author: Stephen Khehla Ndlovu
Author: Ward Tiffany
Author: Rolf Strietholt
Author: Morgaen L. Donaldson
Author: OECD
Author: Jisung Yoo
Author: Linda Graves Fouke
Author: OECD
Author: Jorge Manzi