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An elementary school's perceptions o...

La Masa, Mary Elizabeth.

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An elementary school's perceptions of the effectiveness of teacher evaluation to enhance teacher practice.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An elementary school's perceptions of the effectiveness of teacher evaluation to enhance teacher practice./
Author:	La Masa, Mary Elizabeth.
Description:	156 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2045.
Contained By:	Dissertation Abstracts International66-06A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180461
ISBN:	0542205831

An elementary school's perceptions of the effectiveness of teacher evaluation to enhance teacher practice.
La Masa, Mary Elizabeth.

An elementary school's perceptions of the effectiveness of teacher evaluation to enhance teacher practice. - 156 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2045.

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

The purpose of this study was to investigate, analyze, and describe the perceptions and impact of the district-mandated teacher evaluation process and other site factors that impact teacher practice. Further, the purpose of the study was to describe how one elementary school utilized the teacher evaluation process to improve teacher practices.

ISBN: 0542205831Subjects--Topical Terms:

626645
Education, Administration.

An elementary school's perceptions of the effectiveness of teacher evaluation to enhance teacher practice.
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100 1 $a La Masa, Mary Elizabeth. $3 1901195
245 1 3 $a An elementary school's perceptions of the effectiveness of teacher evaluation to enhance teacher practice.
300 $a 156 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2045.
500 $a Adviser: Stuart E. Gothold.
502 $a Thesis (Ed.D.)--University of Southern California, 2005.
520 $a The purpose of this study was to investigate, analyze, and describe the perceptions and impact of the district-mandated teacher evaluation process and other site factors that impact teacher practice. Further, the purpose of the study was to describe how one elementary school utilized the teacher evaluation process to improve teacher practices.
520 $a This case study describes one well-performing urban K--6 elementary school. The key design elements, the extent to which the evaluation process has been implemented, and the effectiveness of the design to improve teacher practice were of major importance of this study. Teacher and administrator data related to teacher evaluation and effective instructional practices were collected through questionnaires, interviews, observations, and document review. All written documentation pertaining to evaluation was analyzed, including board polices and procedures, collective bargaining agreements, and evaluation tools. Surveys from 36 teachers were analyzed. A site administrator, two district administrators, and 8 teachers participated in one-on-one or small group interviews.
520 $a The analysis of the data revealed that the evaluation process was being fully implemented. Further indications were that, with increased collaboration, administrative informal observations, and formative assessment training for administrators and teachers, the evaluation process would become more productive in improving teacher practice. The results of this study provide insights for districts that aspire to enhance teacher practice through the teacher evaluation process.
590 $a School code: 0208.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Teacher Training. $3 783747
690 $a 0514
690 $a 0530
710 2 0 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 66-06A.
790 1 0 $a Gothold, Stuart E., $e advisor
790 $a 0208
791 $a Ed.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180461