How Middle School Special and General Educators Make Sense of and Respond to Changes in Teacher Evaluation Policy

Autor/inn/en	Braun, Alisha M. B.; Youngs, Peter
Titel	How Middle School Special and General Educators Make Sense of and Respond to Changes in Teacher Evaluation Policy
Quelle	In: Education Policy Analysis Archives, 28 (2020) 59, (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Braun, Alisha M. B.) ORCID (Youngs, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Middle School Teachers; Regular and Special Education Relationship; Special Education Teachers; Teacher Evaluation; Teacher Attitudes; Teacher Role; Teacher Effectiveness; Educational Change; Accountability; Classroom Observation Techniques; Academic Achievement; Value Added Models; Experienced Teachers; State Policy; Rural Schools; Feedback (Response); Federal Legislation; Educational Legislation; Students with Disabilities; Virginia + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Teacher appraisal; Lehrerbeurteilung; Lehrerverhalten; Lehrerrolle; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsreform; Verantwortung; Schulleistung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Bundesrecht; Bildungsrecht; Schulgesetz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	In this multiple case study, we apply sense-making theory to examine and compare how middle school special and general educators perceive and respond to teacher evaluation reform, including formal classroom observations, informal walk-throughs, and student growth measures. Our findings reveal that special educators experience conflict between the policy's main elements and their understandings of how to effectively teach students with disabilities. Furthermore, special and general educators held contrasting beliefs regarding the appropriateness of evaluation. Our findings illustrate the importance of acknowledging differences in special and general educators' roles and responsibilities and encourage policymakers to reconsider uniform teacher evaluation policies. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01