Do High School Teachers Alter Classroom Practice Due to Evaluation? Evidence from North Carolina's Career Status and Teacher Evaluation Policies

Autor/in	Frasier, Amanda Slaten
Titel	Do High School Teachers Alter Classroom Practice Due to Evaluation? Evidence from North Carolina's Career Status and Teacher Evaluation Policies
Quelle	In: Journal of Education Human Resources, 41 (2023) 2, S.293-323 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.3138/jehr-2022-0007
Schlagwörter	High School Teachers; Teacher Evaluation; Classroom Techniques; Teacher Response; Educational Policy; Educational Practices; Faculty; Tenure; Nontenured Faculty; Teacher Motivation; Teacher Improvement; Teacher Behavior; Behavior Change; North Carolina + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Teacher appraisal; Lehrerbeurteilung; Klassenführung; Lehrerkommentar; Politics of education; Bildungspolitik; Bildungspraxis; Academic Staff; Lehrkörper; Amtszeit; Beschäftigungsdauer; Teacher behaviour; Lehrerverhalten
Abstract	The purpose of this study is to determine if teachers perceive evaluation as providing the motivation and feedback to change classroom practices in a context where teacher evaluation carries varied stakes for tenured versus untenured teachers. This mixed methods case study of four high schools in a single district in North Carolina uses survey and interview data collected from teachers in the 2016-2017 school year to explore teacher perceptions and examine differences between career (tenured) and probationary (untenured) teachers. A conceptual framework is developed utilizing research on how teachers changed practice based on other accountability initiatives. The overall sample of teachers did not perceive the evaluation policy to be high stakes or impacting their practice; however, there were statistically significant differences between the perceptions of tenured teachers and untenured teachers on the survey. Interview statements supported the quantitative findings. The results highlight a need for a better understanding of how evaluation policies may influence teacher practice, particularly among those who have limited career protections, including beginning teachers who lack tenure. (As Provided).
Anmerkungen	University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: https://www.utpjournals.press/loi/jehr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01