Literaturnachweis - Detailanzeige
| Autor/inn/en | Lavigne, Alyson L.; Olson, Amy M. |
|---|---|
| Titel | Teacher Evaluation through the Eyes of the Principal: How Individual and School Contexts Shape Perceptions of Practice |
| Quelle | In: Leadership and Policy in Schools, 19 (2020) 4, S.575-596 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1570-0763 |
| DOI | 10.1080/15700763.2019.1637899 |
| Schlagwörter | Teacher Evaluation; Value Added Models; Academic Achievement; Accountability; Principals; Assistant Principals; Administrator Role; Administrator Characteristics; Administrator Attitudes; Self Efficacy; Value Judgment; Context Effect; Data Use; School Location; Time Management; Predictor Variables; Elementary Secondary Education; Educational Legislation; Federal Aid; Federal Legislation; Federal Programs; Illinois |
| Abstract | The current study explores how principals (n = 568) experience a new teacher evaluation model under Race to the Top. Findings suggest that principals felt the least confident in their ability to identify teacher behaviors associated with student achievement gains and placed the least value on student achievement data. Evaluation experience predicted principals' knowledge and ability, which, in turn predicted valuation of data sources. Principals' valuation of data sources varied by accountability and locale. Findings help policymakers, principal educators, and professional development providers understand the role of individual and school contexts in how principals approach new teacher evaluation models. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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