Author: DiAnn B. CasteelPublisher:
ISBN:
Category : School environment
Languages : en
Pages : 232
Book Description
Principal and Teacher Perceptions of School Climate Related to Value-added Assessment and Selected School Contextual Effects in the First Tennessee District
Author: DiAnn B. CasteelPublisher:
ISBN:
Category : School environment
Languages : en
Pages : 232
Book Description
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 580
Book Description
Abstracts of dissertations available on microfilm or as xerographic reproductions.
A Study of Davidson County's Elementary and Middle School Teachers' Perceptions of the Tennessee Value Added Assessment System
Author: Marion C. LoganPublisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 298
Book Description
A Study of the Perceptions of Tennessee Teachers, Principals, Superintendents, Legislators, and Department of Education Representatives Regarding the Impact of the Tennessee Value-Added Assessment System
Author: Thomas A. YoungPublisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 174
Book Description
The Measure of Education
Author: A. Paige BakerPublisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 90
Book Description
Teacher Perceptions of the Principal's Impact on School Climate
Author: Jeffrey Paul EspositoPublisher:
ISBN:
Category : School environment
Languages : en
Pages : 164
Book Description
The Relationship Between Elementary School Climate and Teacher Perceptions about Evaluation
Author: Ellen DeeAnn PowellPublisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 264
Book Description
Since the passage of the No Child Left Behind (NCLB) Act of 2001, the demand for accountability in schools across America has put a spotlight on teacher quality. As part of the focus on school improvement, one area that is sometimes overlooked is teacher evaluation (Varlas, 2009). Within the research, studies can be found that show a relationship between school climate and the effectiveness of teacher evaluation systems (King, 2003: Stronge, 2006; Wilson & Natriello, 1987). It has also been found that effective teacher evaluation can improve school climate (Colby, Bradshaw, & Joyner, 2002). Learning how the overall climate of a school relates to the evaluation process could be beneficial to school administrators and teachers alike. The purpose of this study was to investigate elementary school teachers' perceptions of their school climate and determine if a relationship existed between those perceptions and the perceptions they have of their formative and summative evaluations. This quantitative study was conducted in 35 public elementary schools within a southeast urban area of Houston, Texas. The Organizational Climate Description Questionnaire for Elementary Schools (Hoy, Tarter, & Kottkamp, 1991) was administered to the schools' teaching staff to determine teacher perceptions of their school climate. Additionally, the Teacher Evaluation Profile (Stiggins & Duke, 1988) was given to determine the perceptions of teachers related to their most recent evaluation experiences. Data from the 746 participating teachers was analyzed using a Spearman Rank Correlation Coefficient and Partial Least Squares (PLS) Modeling to assess the relationship between school climate and the teachers perceptions of evaluation effectiveness. The findings indicated that correlations of scores for the various subtests on the Organizational Climate Description Questionnaire Elementary version (OCDQ-RE) with the scores for the various subtests on the Teacher Evaluation Profile (TEP) existed in the direction that supports the stated hypotheses. The six PLS path models defined in this study have practical and/or theoretical significance to predict the relationships between elementary school climate and teacher perceptions regarding evaluation. By understanding the relationship between school climate and teacher evaluation, principals will be better equipped to improve their schools and meet the challenges of NCLB.
Climate and Student Performance in Tennessee Middle Schools
Author: Myrna Gail SumnerPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 137
Book Description
The purpose of this study was to extend previous research by investigating the relationship between school climate and student performance (value-added gains) in selected middle schools. In order to confirm previous research with the selected instrument, school climate and student achievement were also compared. This study used a correlation analysis design. Forty middle schools from across Tennessee were used as a population sample. The data sources were the School Climate Inventory (SCI), and the State of Tennessee Report Card, 2005. Criterion referenced data and value-added gain data were collected from the Report Card. Aggregate achievement scores and aggregate performance (value-added) scores in language arts, math, science, and social studies were compared with school climate scores using the Pearson Product Moment Correlation Coefficient. There is a relationship between overall school climate and at least one aspect of student performance, that of language arts. Language arts performance scores correlated significantly with 5 of the 7 climate subscales. Significant correlations of science performance scores with the climate subscale of expectation, as well as the social studies performance scores with the climate subscale of order were also found. This study also affirmed previous research that showed a relationship between the academic emphasis of climate and student achievement.
Teachers' Perceptions of Principal Effectiveness in Selected Secondary Schools in Tennessee
Author: Henry S. WilliamsTeachers' Perceptions of School Climate
Author: Glenn Thompson FallsPublisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 264
Book Description