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Investigating a Teacher Evaluation System: School Administrator and Teacher Perceptions of the System's Standards of Effectiveness

Abstract Increasing public criticism of traditional teacher evaluation systems based largely on classroom observations has spurred an unprecedented shift in the debate surrounding educational accountability policies, specifically about the purposes for and measures used to evaluate teachers. In response to growing public demand and associated federal mandates, states have been prompted to design and implement teacher evaluation systems that use increasingly available, statistically complex models (i.e., value-added) intended to isolate and measure the effects of individual teachers on student academic growth over time. The purpose of this study was to examine the perceptions of school administrators and teachers within one of the largest school dist... (more)
Created Date 2014
Contributor Paufler, Noelle A (Author) / Amrein-Beardsley, Audrey L (Advisor) / Berliner, David C (Committee member) / Fischman, Gustavo E (Committee member) / Arizona State University (Publisher)
Subject Education / Education policy / Educational evaluation / Accountability / Mixed Methods / School Reform / Survey Research / Teacher Effectiveness / Value-Added Model
Type Doctoral Dissertation
Extent 269 pages
Language English
Reuse Permissions All Rights Reserved
Note Doctoral Dissertation Educational Leadership and Policy Studies 2014
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis