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Teacher evaluation and its relations...
~
Kelly, Christine L.
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Teacher evaluation and its relationship to teacher practice and student achievement in a successful urban middle school: A case study .
紀錄類型:
書目-語言資料,印刷品 : Monograph/item
正題名/作者:
Teacher evaluation and its relationship to teacher practice and student achievement in a successful urban middle school: A case study ./
作者:
Kelly, Christine L.
面頁冊數:
122 p.
附註:
Adviser: Stuart E. Gothold.
Contained By:
Dissertation Abstracts International67-10A.
標題:
Education, Administration. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3237735
ISBN:
9780542924019
Teacher evaluation and its relationship to teacher practice and student achievement in a successful urban middle school: A case study .
Kelly, Christine L.
Teacher evaluation and its relationship to teacher practice and student achievement in a successful urban middle school: A case study .
- 122 p.
Adviser: Stuart E. Gothold.
Thesis (Ed.D.)--University of Southern California, 2006.
The purpose of this study was to examine teachers' and administrators' perceptions of the teacher evaluation process, teacher practice, and student achievement by studying teacher evaluation and its implications at a site where students and teachers were successful. Although results may not be generalize able to the entire middle school community, the purpose of this study was to establish a firm footing of understanding what was happening at one successful, urban middle school and possibly identifying a foundation on which to base further study and comparison and perhaps to improve public policy regarding the teacher evaluation process.
ISBN: 9780542924019Subjects--Topical Terms:
626645
Education, Administration.
Teacher evaluation and its relationship to teacher practice and student achievement in a successful urban middle school: A case study .
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Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3667.
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Thesis (Ed.D.)--University of Southern California, 2006.
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The purpose of this study was to examine teachers' and administrators' perceptions of the teacher evaluation process, teacher practice, and student achievement by studying teacher evaluation and its implications at a site where students and teachers were successful. Although results may not be generalize able to the entire middle school community, the purpose of this study was to establish a firm footing of understanding what was happening at one successful, urban middle school and possibly identifying a foundation on which to base further study and comparison and perhaps to improve public policy regarding the teacher evaluation process.
520
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The criteria for the selection of this school were as follows: (1) Students had made Academic Performance Index growth targets for at least 2 of the past 3 years; (2) A minimum of 95% of teachers were deemed highly qualified, as determined by No Child Left Behind standards; and (3) Over 40% of students qualified for free or reduced-price lunches, as specified by the National School Lunch Program.
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A thematic dissertation group of 15 doctoral students developed a set of four research questions on which to focus: (1) How is the teacher evaluation process practiced at this school site? (2) How does the teacher evaluation process impact teacher behavior? (3) What factors exist at the school that positively or negatively impact teacher practice? (4) How does the school leadership influence the evaluation process?
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Data were collected for this qualitative study from observations, interviews, and a survey created using a Likert scale and open-ended questions. Organizers and protocols were developed specifically for the related studies, which helped to triangulate the collected information and organize it to illuminate any themes that might develop. Ultimately four themes emerged from the information: (a) collaboration perceived by teachers to be the overwhelming contributor to the school's success; (b) supportive, nonthreatening relationships with the administrator; (c) appropriate, timely, and specific professional development; and (d) high standards for students and staff with a schoolwide focus on student success.
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