Author: Kenneth Edwin UpshawPublisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 386
Book Description
A Study of the Congruency Between Teacher Evaluation Practices Preferred by Teachers and Teacher Evaluation Practices in Use by Elementary Principals
Author: Kenneth Edwin UpshawPublisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 386
Book Description
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 616
Book Description
Abstracts of dissertations available on microfilm or as xerographic reproductions.
The Relationship Between Teacher Decisional Participation and Teacher Evaluation Effectiveness
Author: Judith Ann Hughes BergauerPublisher:
ISBN:
Category :
Languages : en
Pages : 566
Book Description
Elementary Music Teachers' and Principals' Perceptions of Music Teacher Evaluation
Author: Heather Jean GoddardPublisher:
ISBN:
Category :
Languages : en
Pages : 504
Book Description
American Doctoral Dissertations
Author: Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 704
Book Description
A Study of Teachers' and Principals' (supervisors') Perceptions Toward Teacher Evaluation Practices
Author: Kenneth C. HendriksenPublisher:
ISBN:
Category : Teachers
Languages : en
Pages : 132
Book Description
Dissertation Abstracts
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1170
Book Description
Teacher and Principal Perceptions of a New Evaluation Program for Teachers
Author: Ruth Shannon Finnegan (Ph.D.)Publisher:
ISBN:
Category : Teacher-principal relationships
Languages : en
Pages : 169
Book Description
The ability to evaluate teachers accurately is indispensable for both the development of effective teachers and for student achievement. In this era of accountability, it is important school districts develop evaluation systems that comply with the propriety, utility, feasibility, and accuracy standards of the Joint Committee on Standards for Educational Evaluations. This study focused on a process evaluation of a new teacher evaluation program. While previous studies have been conducted from the teachers or the evaluators perspectives, this study examined both perspectives. More than 1,500 teachers and 41 principals were invited to complete an online instrument modified from surveys conducted by Hopkins and Stronge. Of concern to the teachers and principals was the accuracy of the new evaluation program, they did not see the value and validity of using SLOs to improve teaching practices to increase learning, and teachers slightly favored using the professional practices component more than the SLO component of the evaluation. Using SLO data in teacher evaluation is an unknown dynamic for teachers; therefore, school administrators need to understand how teachers perceive this change as it relates to teacher support of the new evaluation process. If districts are to safeguard the fidelity, implementation, and sustainability of new evaluation programs for teachers, districts must acknowledge the influence teacher perceptions have on endorsing implementation efforts toward change. Teachers' perceptions toward adjusting instructional practices to align with the standards and criteria of new evaluation programs can either hinder or ensure program implementation.
Teacher Evaluation in Practice
Author: Jennie Y. JiangPublisher: Consortium on Chicago School Research
ISBN: 9780989799485
Category :
Languages : en
Pages : 24
Book Description
As part of UChicago CCSR's ongoing study of Chicago Public Schools' new teacher evaluation system, this report looks at teacher and principal perceptions in the second year of implementation. It finds teachers and principals remain positive about the new evaluation system, though less so than in Year 1. This brief, a continuation of the work that began in Teacher Evaluation in Practice: Implementing Chicago's REACH Students, draws on survey data from more than 19,000 teachers and nearly 800 principals and assistant principals to measure their views of REACH (Recognizing Educators Advancing Chicago's Students). REACH replaced the previous checklist system, which rated nearly all teachers as excellent or superior and failed to provide much useful feedback for improving teacher practice.
Second International Handbook of Science Education
Author: Barry FraserPublisher: Springer Science & Business Media
ISBN: 1402090404
Category : Science
Languages : en
Pages : 1516
Book Description
The International Handbook of Science Education is a two volume edition pertaining to the most significant issues in science education. It is a follow-up to the first Handbook, published in 1998, which is seen as the most authoritative resource ever produced in science education. The chapters in this edition are reviews of research in science education and retain the strong international flavor of the project. It covers the diverse theories and methods that have been a foundation for science education and continue to characterize this field. Each section contains a lead chapter that provides an overview and synthesis of the field and related chapters that provide a narrower focus on research and current thinking on the key issues in that field. Leading researchers from around the world have participated as authors and consultants to produce a resource that is comprehensive, detailed and up to date. The chapters provide the most recent and advanced thinking in science education making the Handbook again the most authoritative resource in science education.