Educator Behavior and Organizational Dynamics in Schools: Findings from Year Two of the TEEG Program. Research Brief

Institution	Vanderbilt University, National Center on Performance Incentives
Titel	Educator Behavior and Organizational Dynamics in Schools: Findings from Year Two of the TEEG Program. Research Brief
Quelle	(2009), (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Evaluators; Incentives; Reading Achievement; Data Analysis; Evaluation; Surveys; Teachers; Parent Participation; Professional Development Schools; Texas + Suchen Sie Ihr Suchwort? Anreiz; Leseleistung; Auswertung; Evaluierung; Survey; Umfrage; Befragung; Lehrer; Lehrerin; Lehrende; Elternmitwirkung
Abstract	A recent report published by the National Center on Performance Incentives (NCPI) presents findings from the second-year evaluation of the Texas Educator Excellence Grant (TEEG) program, a statewide educator incentive program that operated in Texas. As part of this larger study, evaluators administered a survey to educators to learn about their experiences and practice during the first two years of the TEEG program (2006-07 and 2007-08 school years). Evaluators specifically examined differences in responses between educators in TEEG schools and a set of comparison schools, as well as differences between schools experiencing different patterns of participation in the TEEG program. Respondents were specifically asked about their professional practices during the current school year, as well as how that practice might have changed since the prior year. A discussion of findings can be grouped along three areas of professional practice: curriculum and instruction, use of assessment data, and parent engagement. (ERIC).
Anmerkungen	National Center on Performance Incentives. Peabody College of Vanderbilt University, PMB #43, 230 Appleton Place, Nashville, TN 37203. Tel: 615-322-5538; Fax: 615-322-6018; e-mail: ncpi@vanderbilt.edu; Web site: http://www.performanceincentives.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10