A Chronology of Research & Evaluation Procedures for Assessment of the Pilot-Test Career Ladders Teacher Performance & Incentive Programs. 1985-1990. Educational Reform in Arizona.

Autor/inn/en	Packard, Richard D.; Dereshiwsky, Mary I.
Institution	Northern Arizona Univ., Flagstaff. Center for Excellence in Education.
Titel	A Chronology of Research & Evaluation Procedures for Assessment of the Pilot-Test Career Ladders Teacher Performance & Incentive Programs. 1985-1990. Educational Reform in Arizona.
Quelle	(1989), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Ladders; Change Strategies; Elementary Secondary Education; Program Development; Program Evaluation; Research Utilization; Arizona + Suchen Sie Ihr Suchwort? Lösungsstrategie; Programmplanung; Programme evaluation; Programmevaluation; Forschungsumsetzung
Abstract	This report summarizes the major activities and findings to date of the Career Ladders Research and Evaluation Project with respect to the five-year pilot-test currently underway in Arizona. Summary descriptions are given of each year's activities from 1985 to 1989: (1) development and planning for program evaluation; (2) application of research and evaluation instrumentation, methodology, reporting procedures and dissemination; (3) expansion and dissemination of data base information; (4) the emergence of a predictive model for effective career ladders program implementation; and (5) advancement in project focus, research design and methodology. Descriptive summaries of each year's progress are followed by bibliographic listings of related research reports, presentations and publications. Research and evaluation of the pilot-test program over a period of time has resulted in the following three major findings: (1) successful change and reform can be influenced by intervention programs such as career ladders, but it is primarily dependent upon well-developed and effective school systems; (2) the association between teacher performance and competency based on process and developmental evaluation can scientifically be related to reliable and valid student academic achievement measures; and (3) while the Career Ladders Pilot-Test Program does an excellent job of assuring teacher accountability, it has been far less successful with respect to assessing the corresponding accountability of other key factors of district operational effectiveness. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC