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Teacher evaluation and its impact on...

Santos-Camerino, Cecilia.

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Teacher evaluation and its impact on teacher practice (California).

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher evaluation and its impact on teacher practice (California)./
Author:	Santos-Camerino, Cecilia.
Description:	151 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2057.
Contained By:	Dissertation Abstracts International66-06A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180381
ISBN:	0542204614

Teacher evaluation and its impact on teacher practice (California).
Santos-Camerino, Cecilia.

Teacher evaluation and its impact on teacher practice (California). - 151 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2057.

Thesis (Ed.D.)--University of Southern California, 2005.

The main purpose of this study was to determine the impact the current California Stull Evaluation process has on improving teacher practice. The secondary purpose was to analyze other school factors that contribute to the improvement of teacher practice. This study took place in an urban, high-performing elementary school that has made considerable growth according to the California Academic Performance Index (API) compared to other schools similar to them for the past three years.

ISBN: 0542204614Subjects--Topical Terms:

626645
Education, Administration.

Teacher evaluation and its impact on teacher practice (California).
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245 1 0 $a Teacher evaluation and its impact on teacher practice (California).
300 $a 151 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2057.
502 $a Thesis (Ed.D.)--University of Southern California, 2005.
520 $a The main purpose of this study was to determine the impact the current California Stull Evaluation process has on improving teacher practice. The secondary purpose was to analyze other school factors that contribute to the improvement of teacher practice. This study took place in an urban, high-performing elementary school that has made considerable growth according to the California Academic Performance Index (API) compared to other schools similar to them for the past three years.
520 $a In this qualitative study the researcher explored the impact of the evaluation process on teacher practice by the following: (1) conducting an extensive review of documents at the state, district and site level (2) administering surveys to teachers (3) conducting interviews with teachers and site administrators and (4) observing in and outside of classrooms.
520 $a The urban, high-performing elementary school selected for this study is a multi-track, year-round school. The school is comprised of a diverse population of approximately 1,230 students in grades kindergarten through fifth grade. Of the diverse population of students that attend this school the largest group is Hispanic (75%), followed by Asian (8%), African American (11%) and other ethnicities (6%). Because of the high-poverty area, 100% of the students receive free lunch. Approximately 80% of the students speak English as a second language.
520 $a Research suggests that the teacher evaluation process tends to not include the teacher as a participant in the learning process. In contrast, the findings in this study found teachers to be active participants in an alternative evaluation process.
520 $a The research findings in this case study established a basis for teacher evaluation that supports teachers in their practice. The research findings highlighted the impact of self-reflection as one of the most significant basis for improved teacher practice.
520 $a The research findings also suggested other factors such as strong instructional leadership, effective professional development, strong collaboration, focus on student achievement, decisions based on data and parent involvement to have also played an impact on teacher practice and thus, student learning.
590 $a School code: 0208.
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