Author: Barbara S. Mason
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 250
Book Description
Perceptions of Middle Tennessee Teachers Concerning Teacher Evaluation
Author: Barbara S. Mason
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 250
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 250
Book Description
Does the New Teacher Evaluation Process More Closely Resemble an Ideal Process as Perceived by Middle Tennessee Teachers
Author: Deborah M. Wiles
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 314
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 314
Book Description
The Impact of Secondary Teachers' Perceptions, Content Areas, Years of Experience, and Level of Education on the Tennessee Educator Acceleration Model
Author: Mary Jo Holmes
Publisher:
ISBN:
Category : Educational evaluation
Languages : en
Pages : 248
Book Description
The study identified the impact of secondary teachers' perceptions, content area, years of experience, and degrees attained on the Tennessee Educator Acceleration Model (TEAM). Teachers must find value in the instrument used to rate their job performance The researcher secured an inner-city Northern Middle Tennessee high school to participate in a mixed model research study to ascertain information about educators' perceptions of the evaluation system. Seventeen one-way ANOVA tests were run to determine the difference of various independent variables and an emergent coding technique was used to find themes in participant's answers. The findings indicate some educators perceive the process to be unfair, ineffective to increase teaching and learning, and evaluators lack the content knowledge to give effective feedback.
Publisher:
ISBN:
Category : Educational evaluation
Languages : en
Pages : 248
Book Description
The study identified the impact of secondary teachers' perceptions, content area, years of experience, and degrees attained on the Tennessee Educator Acceleration Model (TEAM). Teachers must find value in the instrument used to rate their job performance The researcher secured an inner-city Northern Middle Tennessee high school to participate in a mixed model research study to ascertain information about educators' perceptions of the evaluation system. Seventeen one-way ANOVA tests were run to determine the difference of various independent variables and an emergent coding technique was used to find themes in participant's answers. The findings indicate some educators perceive the process to be unfair, ineffective to increase teaching and learning, and evaluators lack the content knowledge to give effective feedback.
Teacher Evaluation Techniques
Author: Marsha H. Denton
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 380
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 380
Book Description
Teachers' Perceptions of the Design and Implementation of Teacher Evaluation Systems in Tennessee Public Schools
Author: Russell G. Ramsay
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 310
Book Description
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 310
Book Description
Teachers' Perceptions on the Basic Beliefs and Principles of the Tennessee Career Ladder Teacher Evaluation System
Author: Linda G. Collins
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 290
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 290
Book Description
Perceptions of School Personnel in the Memphis City School System Concerning the Teacher Evaluation Process
Author: Leon Patrick Davis
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 380
Book Description
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 380
Book Description
An Analysis of Perceptions of Tennessee Public School Teachers, Building-level Administrators and Central Office Administrators Toward Teacher Evaluation
Author: Samuel Lawson Houston
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 254
Book Description
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 254
Book Description
Perceptions of Evaluators, Level II and III Teachers, Level I Teachers, and Nonparticipants Regarding Fundamental Beliefs and Principles of the Career Teacher Evaluation System
Author: Barbara Parker Randall
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 316
Book Description
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 316
Book Description
Principals’ Perceptions of the Tennessee Teacher Tenure Law
Author: David John Lomascolo
Publisher:
ISBN:
Category : Educational law and legislation
Languages : en
Pages : 190
Book Description
This concurrent mixed methods study examined principal perceptions of the teacher tenure law in Tennessee. The study examined the perceptions of K-12 public school principals toward the Tennessee teacher tenure law under Senate Bill 1528 and how principals perceived that the law has affected their ability to evaluate and retain effective teachers. The investigation followed a concurrent mixed methods design (QUAN + QUAL). The Tennessee Teacher Tenure Principal Perception Survey was adopted and slightly modified from Davidson’s (1998) study of principal perceptions of teacher tenure in Tennessee. At the conclusion of data analysis, findings were integrated and triangulated through Hess’ (1999) political attractiveness of reform framework. Quantitative results found that the majority of principals have positive perceptions of the Tennessee teacher tenure law. Interviews with principals added insight to the findings of the quantitative phase and integrated findings affirmed quantitative results. Principals characterized the teacher tenure law has having a positive impact on their ability to evaluate and retain effective teachers despite having some barriers associated with the teacher evaluation system. While principals expressed positive perceptions of the overall evaluation and tenure system, principals generally felt that tenure is no longer a valuable construct and holds little negative influence over their ability to evaluate, retain, or dismiss teachers just so long as they are doing their jobs as principals. Previous levels of controversy and visibility that once surrounded tenure prior to the law’s change in 2011 have withered and the new system is perceived to be having a positive impact on the quality of education in Tennessee. Results indicated that future reform efforts by the state should focus on collecting principal perceptions for ways to improve upon barriers currently facing implementation of the teacher evaluation system. The study concludes with a model for helping predict the success of reform in Tennessee and provides implications for its use along with recommendations for future research. Results from this study highlight that future research and reform should focus on the use of stakeholder and principal perception data in policy initiatives and education agendas at the school building, community, and state levels.
Publisher:
ISBN:
Category : Educational law and legislation
Languages : en
Pages : 190
Book Description
This concurrent mixed methods study examined principal perceptions of the teacher tenure law in Tennessee. The study examined the perceptions of K-12 public school principals toward the Tennessee teacher tenure law under Senate Bill 1528 and how principals perceived that the law has affected their ability to evaluate and retain effective teachers. The investigation followed a concurrent mixed methods design (QUAN + QUAL). The Tennessee Teacher Tenure Principal Perception Survey was adopted and slightly modified from Davidson’s (1998) study of principal perceptions of teacher tenure in Tennessee. At the conclusion of data analysis, findings were integrated and triangulated through Hess’ (1999) political attractiveness of reform framework. Quantitative results found that the majority of principals have positive perceptions of the Tennessee teacher tenure law. Interviews with principals added insight to the findings of the quantitative phase and integrated findings affirmed quantitative results. Principals characterized the teacher tenure law has having a positive impact on their ability to evaluate and retain effective teachers despite having some barriers associated with the teacher evaluation system. While principals expressed positive perceptions of the overall evaluation and tenure system, principals generally felt that tenure is no longer a valuable construct and holds little negative influence over their ability to evaluate, retain, or dismiss teachers just so long as they are doing their jobs as principals. Previous levels of controversy and visibility that once surrounded tenure prior to the law’s change in 2011 have withered and the new system is perceived to be having a positive impact on the quality of education in Tennessee. Results indicated that future reform efforts by the state should focus on collecting principal perceptions for ways to improve upon barriers currently facing implementation of the teacher evaluation system. The study concludes with a model for helping predict the success of reform in Tennessee and provides implications for its use along with recommendations for future research. Results from this study highlight that future research and reform should focus on the use of stakeholder and principal perception data in policy initiatives and education agendas at the school building, community, and state levels.