Entangled Educator Evaluation Apparatuses: Contextual Influences on New Policies

Autor/in	Malloy, Jake
Titel	Entangled Educator Evaluation Apparatuses: Contextual Influences on New Policies
Quelle	In: Education Policy Analysis Archives, 28 (2020) 60, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Teacher Evaluation; Public School Teachers; Change; Evaluation Methods; Social Theories; State Programs; Wisconsin + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Wandel; Gesellschaftstheorie; Regierungsprogramm
Abstract	Drawing on an actor-network articulation of evaluation theory, this article examines the Wisconsin Department of Public Instruction's transition from a punitive teacher evaluation model to a promising new development and support model, which focuses on teacher growth and environmental adjustments. Supported by dozens of interviews and observations of teachers, school and district administrators, support staff, and regional and state education organization employees, the article explains how material, discursive, and affective entanglements within and outside the evaluation apparatus constrained the realization of the new growth model of teacher evaluation. Actor-network evaluation provides a new articulation of evaluation contextualization that provides insight into why some promising changes may run out of steam. (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