語系:
繁體中文
English
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
Quality Matters: The Influence of Te...
~
Kim, Jihyun.
FindBook
Google Book
Amazon
博客來
Quality Matters: The Influence of Teacher Evaluation Policies and School Context on Teaching Quality.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Quality Matters: The Influence of Teacher Evaluation Policies and School Context on Teaching Quality./
作者:
Kim, Jihyun.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:
246 p.
附註:
Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:
Dissertation Abstracts International78-10A(E).
標題:
Education policy. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10285949
ISBN:
9781369826876
Quality Matters: The Influence of Teacher Evaluation Policies and School Context on Teaching Quality.
Kim, Jihyun.
Quality Matters: The Influence of Teacher Evaluation Policies and School Context on Teaching Quality.
- Ann Arbor : ProQuest Dissertations & Theses, 2017 - 246 p.
Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Thesis (Ph.D.)--Michigan State University, 2017.
Using a three paper format, this study examines how policy- and school-contexts might affect teaching quality. As many researchers have shown that teachers are one of the most important factors for student learning, accountability policies that used to target schools or districts now target individual teachers. That is, we are expecting more and more from our teachers. However, it is unclear that whether current policy- and school-context support teachers properly. This dissertation, which consists of three essays, examines this question with different perspectives.
ISBN: 9781369826876Subjects--Topical Terms:
2191387
Education policy.
Quality Matters: The Influence of Teacher Evaluation Policies and School Context on Teaching Quality.
LDR
:05573nmm a2200337 4500
001
2154229
005
20180330130622.5
008
190424s2017 ||||||||||||||||| ||eng d
020
$a
9781369826876
035
$a
(MiAaPQ)AAI10285949
035
$a
(MiAaPQ)grad.msu:15368
035
$a
AAI10285949
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Kim, Jihyun.
$3
1910175
245
1 0
$a
Quality Matters: The Influence of Teacher Evaluation Policies and School Context on Teaching Quality.
260
1
$a
Ann Arbor :
$b
ProQuest Dissertations & Theses,
$c
2017
300
$a
246 p.
500
$a
Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500
$a
Advisers: Peter Youngs; Kenneth Frank.
502
$a
Thesis (Ph.D.)--Michigan State University, 2017.
520
$a
Using a three paper format, this study examines how policy- and school-contexts might affect teaching quality. As many researchers have shown that teachers are one of the most important factors for student learning, accountability policies that used to target schools or districts now target individual teachers. That is, we are expecting more and more from our teachers. However, it is unclear that whether current policy- and school-context support teachers properly. This dissertation, which consists of three essays, examines this question with different perspectives.
520
$a
The first essay investigates how teacher evaluation pressure perceived by early career teachers might affect their mathematics instruction. Drawing on observation and survey data, this essay examines whether current teacher evaluation policies conflict with ambitious mathematics instruction. As a result, early career teachers who felt a higher level of pressure related to teacher evaluation tended to be more active in using resources in their planning. However, those teachers were more likely to move further away from enacting ambitious mathematics instruction in terms of three dimensions in TRU Math scores, cognitive demand, agency, authority, and identity, and formative assessment. In other words, what teacher evaluation policies motivate teachers to do might not be aligned with ambitious mathematics instruction, and this is more salient with three dimensions of TRU Math. In terms of teacher individual level- (i.e., Mathematics Knowledge for Teaching) and school level- resources (i.e. school norms regarding mathematics instruction), only teachers' Mathematics Knowledge for Teaching (MKT) seems to have moderating effects on the association between evaluation pressure and teachers' enactment of mathematics instruction. A one unit increase in MKT made the negative effect of evaluation pressure almost doubled in two dimensions (i.e., agency, authority, and identity, and formative assessment). While social norms were expected to buffer such influence of teacher evaluation on teachers' instruction, there was no significant moderating effect of social norms at schools. In total, it is arguable that teachers made rational decisions about their mathematics instruction, and teacher evaluation policies seemed to be prioritized while teacher level-and school-level resources did not buffer the influence of teacher evaluation policies.
520
$a
The second essay is about the implementation and effects of teacher evaluation policies in Michigan school districts. Drawing on a loosely coupled system as a theoretical framework, this study examines whether Michigan school districts and the state government were loosely coupled in terms of teacher evaluations, what factors might have affected districts' decisions regarding teacher evaluations, and whether such policies produced any significant effects for student achievement. As a result, there was a clear variation in implementation of teacher evaluation policies, which showed loose coupling in the system: some school districts enacted the policies even before the state required them to do, while other school districts had never enacted the policies as the state mandated. The proportion of White students, fiscal resources available at the district level, student achievement, and leadership seemed to affect districts' decision-making related to teacher evaluation policies. Moreover, based on interrupted time series, the implementation of teacher evaluation policies had no significant effects on student achievement.
520
$a
The third essay examines how principal leadership might affect early career teachers' turnover. Although teachers' instructional practices and student achievement are important, only if enough teachers are fully committed to their positions in each school can we consider teaching quality. I conceptualized principal leadership as three aspects: instructional leadership, leadership related to student behavior management, and leadership related to creating a supportive culture. I found that principal leadership was consistently important for early career teachers' turnover for their first five years. Among the three aspects of leadership, leadership related to creating a supportive culture had a significant and negative association with teachers' leaving the first school. That is, when a principal had strong leadership in terms of creating a supportive culture among teachers, early career teachers working for the school were less likely to leave their school.
590
$a
School code: 0128.
650
4
$a
Education policy.
$3
2191387
650
4
$a
Teacher education.
$3
3172312
690
$a
0458
690
$a
0530
710
2
$a
Michigan State University.
$b
Educational Policy.
$3
2097019
773
0
$t
Dissertation Abstracts International
$g
78-10A(E).
790
$a
0128
791
$a
Ph.D.
792
$a
2017
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10285949
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9353776
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入