How Teacher Evaluation Methods Matter for Accountability
| العنوان: | How Teacher Evaluation Methods Matter for Accountability |
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| المؤلفون: | William Kyle Ingle, Stacey A. Rutledge, Douglas N. Harris |
| المصدر: | American Educational Research Journal. 51:73-112 |
| بيانات النشر: | American Educational Research Association (AERA), 2014. |
| سنة النشر: | 2014 |
| مصطلحات موضوعية: | Value (ethics), education, Outcome measures, Academic achievement, Affect (psychology), behavioral disciplines and activities, Education, Qualitative analysis, mental disorders, Evaluation methods, Accountability, Mathematics education, School community, Psychology |
| الوصف: | Policymakers are revolutionizing teacher evaluation by attaching greater stakes to student test scores and observation-based teacher effectiveness measures, but relatively little is known about why they often differ so much. Quantitative analysis of thirty schools suggests that teacher value-added measures and informal principal evaluations are positively, but weakly, correlated. Qualitative analysis suggests that some principals give high value-added teachers low ratings because the teachers exert too little effort and are “lone wolves” who work in isolation and contribute little to the school community. The results suggest that the method of evaluation may not only affect which specific teachers are rewarded in the short term, but shape the qualities of teacher and teaching students experience in the long term. |
| تدمد: | 1935-1011 0002-8312 |
| الوصول الحر: | https://explore.openaire.eu/search/publication?articleId=doi_________::6e3df05b3a516a530899db88c4c20704Test https://doi.org/10.3102/0002831213517130Test |
| حقوق: | CLOSED |
| رقم الانضمام: | edsair.doi...........6e3df05b3a516a530899db88c4c20704 |
| قاعدة البيانات: | OpenAIRE |
| تدمد: | 19351011 00028312 |
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