東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Teacher Evaluation Systems: How Teac...

Holloway-Libell, Jessica.

FindBook

Google Book

Amazon

博客來

Teacher Evaluation Systems: How Teachers and Teacher Quality are (re)Defined by Market-Based Discourses.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher Evaluation Systems: How Teachers and Teacher Quality are (re)Defined by Market-Based Discourses./
作者:	Holloway-Libell, Jessica.
面頁冊數:	200 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
Contained By:	Dissertation Abstracts International76-04A(E).
標題:	Education policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3666240
ISBN:	9781321391855

Teacher Evaluation Systems: How Teachers and Teacher Quality are (re)Defined by Market-Based Discourses.
Holloway-Libell, Jessica.

Teacher Evaluation Systems: How Teachers and Teacher Quality are (re)Defined by Market-Based Discourses. - 200 p.

Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.

Thesis (Ph.D.)--Arizona State University, 2014.

Teacher evaluation policies have recently shifted in the United States. For the first time in history, many states, districts, and administrators are now required to evaluate teachers by methods that are up to 50% based on their "value-added," as demonstrated at the classroom-level by growth on student achievement data over time. Other related instruments and methods, such as classroom observations and rubrics, have also become common practices in teacher evaluation systems. Such methods are consistent with the neoliberal discourse that has dominated the social and political sphere for the past three decades. Employing a discourse analytic approach that called upon a governmentality framework, the author used a complementary approach to understand how contemporary teacher evaluation polices, practices, and instruments work to discursively (re)define teachers and teacher quality in terms of their market value.

ISBN: 9781321391855Subjects--Topical Terms:

2191387
Education policy.

Teacher Evaluation Systems: How Teachers and Teacher Quality are (re)Defined by Market-Based Discourses.
LDR:03341nmm a2200313 4500 001 2068454
005 20160422121558.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321391855
035 $a (MiAaPQ)AAI3666240
035 $a AAI3666240
040 $a MiAaPQ $c MiAaPQ
100 1 $a Holloway-Libell, Jessica. $3 3183396
245 1 0 $a Teacher Evaluation Systems: How Teachers and Teacher Quality are (re)Defined by Market-Based Discourses.
300 $a 200 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
500 $a Advisers: Audrey Amrein-Beardsley; Kate T. Anderson.
502 $a Thesis (Ph.D.)--Arizona State University, 2014.
520 $a Teacher evaluation policies have recently shifted in the United States. For the first time in history, many states, districts, and administrators are now required to evaluate teachers by methods that are up to 50% based on their "value-added," as demonstrated at the classroom-level by growth on student achievement data over time. Other related instruments and methods, such as classroom observations and rubrics, have also become common practices in teacher evaluation systems. Such methods are consistent with the neoliberal discourse that has dominated the social and political sphere for the past three decades. Employing a discourse analytic approach that called upon a governmentality framework, the author used a complementary approach to understand how contemporary teacher evaluation polices, practices, and instruments work to discursively (re)define teachers and teacher quality in terms of their market value.
520 $a For the first part of the analysis, the author collected and analyzed documents and field notes related to the teacher evaluation system at one urban middle school. The analysis included official policy documents, official White House speeches and press releases, evaluation system promotional materials, evaluator training materials, and the like. For the second part of the analysis, she interviewed teachers and their evaluators at the local middle school in order to understand how the participants had embodied the market-based discourse to define themselves as teachers and qualify their practice, quality, and worth accordingly.
520 $a The findings of the study suggest that teacher evaluation policies, practices, and instruments make possible a variety of techniques, such as numericization, hierarchical surveillance, normalizing judgments, and audit, in order to first make teachers objects of knowledge and then act upon that knowledge to manage teachers' conduct. The author also found that teachers and their evaluators have taken up this discourse in order to think about and act upon themselves as responsibilized subjects. Ultimately, the author argues that while much of the attention related to teacher evaluations has focused on the instruments used to measure the construct of teacher quality, that teacher evaluation instruments work in a mutually constitutive ways to discursively shape the construct of teacher quality.
590 $a School code: 0010.
650 4 $a Education policy. $3 2191387
650 4 $a Teacher education. $3 3172312
650 4 $a Educational evaluation. $3 526425
690 $a 0458
690 $a 0530
690 $a 0443
710 2 $a Arizona State University. $b Educational Leadership and Policy Studies. $3 1677949
773 0 $t Dissertation Abstracts International $g 76-04A(E).
790 $a 0010
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3666240