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California teacher evaluation and im...
~
Muhonen-Hernandez, Victoria.
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California teacher evaluation and improved teacher practice.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
California teacher evaluation and improved teacher practice./
作者:
Muhonen-Hernandez, Victoria.
面頁冊數:
171 p.
附註:
Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2050.
Contained By:
Dissertation Abstracts International66-06A.
標題:
Education, Administration. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180452
ISBN:
0542205742
California teacher evaluation and improved teacher practice.
Muhonen-Hernandez, Victoria.
California teacher evaluation and improved teacher practice.
- 171 p.
Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2050.
Thesis (Ed.D.)--University of Southern California, 2005.
Public schools in California are under intense pressure to improve student achievement by meeting demands from the public and edicts from the federal government, the state government, and local school districts. Teacher evaluation systems, mandated by law, are intended to improve teacher practice. However, teacher evaluation practices are subject to demands from numerous entities: the California Education Code, collective bargaining laws, negotiations with teacher unions, past labor practices, and tenure or permanency policies and practices. With so many requirements from so many different stakeholders placed on the school districts, it is not known whether the teacher evaluation system contributes to improved teacher practice, as intended.
ISBN: 0542205742Subjects--Topical Terms:
626645
Education, Administration.
California teacher evaluation and improved teacher practice.
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Public schools in California are under intense pressure to improve student achievement by meeting demands from the public and edicts from the federal government, the state government, and local school districts. Teacher evaluation systems, mandated by law, are intended to improve teacher practice. However, teacher evaluation practices are subject to demands from numerous entities: the California Education Code, collective bargaining laws, negotiations with teacher unions, past labor practices, and tenure or permanency policies and practices. With so many requirements from so many different stakeholders placed on the school districts, it is not known whether the teacher evaluation system contributes to improved teacher practice, as intended.
520
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This case study investigated the current system of teacher evaluation at a high-performing urban elementary school. The purpose of this qualitative study was to determine whether the teacher evaluation process improved teacher practice or whether other factors had a greater positive impact on teacher practice. From the study, constructs and themes emerged that led to recommendations on what could be done to implement factors that lead to improved teacher practice.
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The research questions to guide the study were developed by a group dissertation team of 14 doctoral students from the University of Southern California. Data were collected and analyzed in the form of teacher surveys, teacher and administrator interviews, observations, and document analysis. Findings were compiled by triangulation of data using Lee G. Bolman and Terrence E. Deal's four frames--- structural, human resource, political, and symbolic---to delineate the study. An effectiveness rubric was developed to determine the degree of effectiveness perceived in the teacher evaluation system.
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The study concluded that some effectiveness was perceived in the teacher evaluation system at the case study school. However, the important finding of the study was that teacher self-efficacy and belief that all students could learn, teacher collaboration with peers, and effective hiring practices contributed more significantly to improved teacher practice. Above all, the symbolic frame described by Bolman and Deal was found to be fundamental to creating scenarios for a school culture that embraces improved teacher practice.
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