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Autor/inn/enLiang, Guodong; Akiba, Motoko
TitelTeacher Evaluation, Performance-Related Pay, and Constructivist Instruction
QuelleIn: Educational Policy, 29 (2015) 2, S.375-401 (27 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0895-9048
DOI10.1177/0895904813492379
SchlagwörterConstructivism (Learning); Teacher Evaluation; Merit Pay; Longitudinal Studies; Teacher Surveys; State Surveys; Middle School Teachers; Mathematics Teachers; Meetings; Faculty Development; Educational Practices; Teacher Improvement; Evaluation Criteria; Evaluation Methods; Statistical Data; Likert Scales; Predictor Variables; Teacher Characteristics; Observation; Missouri
AbstractUsing statewide longitudinal teacher survey data collected in 2009 and 2010, this study examined the characteristics of teacher evaluation used to determine performance-related pay (PRP), and the association between PRP and improvement in the practice of constructivist instruction. The study found that 10.9% of middle school mathematics teachers in Missouri received PRP in 2009 and the average amount was US$1,463. The teachers were mainly evaluated by principals who conducted classroom observations and held face-to-face meetings to assess their teaching practice and professional development activities. After controlling for the background characteristics, this study found a modest yet positive association between PRP and improvement in teacher practice of constructivist instruction from 2009 to 2010. (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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