Author: Rebecca J. VailPublisher:
ISBN:
Category :
Languages : en
Pages : 476
Book Description
Characteristics of School District Members of the Wisconsin School Evaluation Consortium and the Relationship of Those Characteristics to Implementation of Evaluation Recommendations
Author: Rebecca J. VailDissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 436
Book Description
Resources in Education
Author: American Doctoral Dissertations
Author: Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 816
Book Description
The Impact of School Evaluation Consortium Recommendations on Educational Programs in Selected Wisconsin Schools
Author: Mary Pat JordanResearch in Education
Author: Resources in Education
Author: The Purposes of School Evaluation as Perceived by Teachers, Principals, Superintendents, and School Board Presidents of Schools Holding Membership in the Wisconsin North Central Association
Author: William R. ShirerPublisher:
ISBN:
Category : Educational surveys
Languages : en
Pages : 332
Book Description
Making Reality
Author: Jake MalloyPublisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
In this study I frame Wisconsin's schooling evaluation system-school report cards, educator evaluation, and the Every Student Succeeds Act (ESSA)-as a reality-generating apparatus and ask what is generated. Drawing on the theoretical-methodological sensitivities of Actor-Network Theory infused with Foucauldian discourse, contemporary narrative, intertextual and agential document, and complex adaptive system analyses, I collected/constructed data using semi-structured interviews, participant-observation, and document retrieval with members of the Wisconsin Department of Public Instruction, two Cooperation Educational Service Agencies (CESA), and two school districts. In the first findings chapter I examine the school and district Report Card Apparatus (RCA) that fails to make schools and districts more knowable and actionable. Yet, despite its failings the RCA managed to impress itself on educators and community members, making itself and its evaluation results undeniably, if unreliably, real. In the next chapter I discuss Wisconsin's Educator Development and Support (EDS) system, the state apparatus of teacher and principal evaluation. Material, discursive, and affective connections entangle EDS, slowing its transition to the new evaluative purpose of evaluation as a tool for growth opposed to accountability. Lastly, I consider the interactions among ESSA, one CESA, and one districts. The CESA embeds itself as an obligatory passage point. ESSA and the district as competing/cooperating apparatuses of improvement, partially enroll and mobilize each other. Through these findings I provide an alternative approach to evaluation that rearticulates various components of Realist Evaluation, such as commonsense realism, assisted sensemaking, contextualization, stakeholders, and compliance, based on what I am called Actor-Network Evaluation.
InTASC Model Core Teaching Standards
Author: The Council of Chief State School OfficersPublisher:
ISBN: 9781461133575
Category :
Languages : en
Pages : 26
Book Description
These new model core teaching standards outline what all teachers across all content and grade levels should know and be able to do to be effective in today's learning contexts. They are a revision of the 1992 model standards, in response to the need for a new vision of teaching to meet the needs of next generation learners. This document incorporates changes from a public feedback period in July 2010.