A Study of the Attitudes and Opinions of Southwest Missouri Educators regarding the Value and Outcome of the Performance Based Teacher Evaluation Process

Autor/in	Adams, Andy Alan
Titel	A Study of the Attitudes and Opinions of Southwest Missouri Educators regarding the Value and Outcome of the Performance Based Teacher Evaluation Process
Quelle	(2009), (137 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lindenwood University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1095-8383-0
Schlagwörter	Hochschulschrift; Dissertation; Elementary Secondary Education; Federal Legislation; Educational History; Evaluation; Teacher Attitudes; Educational Legislation; Accountability; Qualitative Research; Teacher Surveys; Faculty; Tenure; Teacher Qualifications; Teacher Effectiveness; Teacher Evaluation; Classroom Observation Techniques; Competency Based Teacher Education; Missouri + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bundesrecht; History of education; Bildungsgeschichte; Evaluierung; Lehrerverhalten; Bildungsrecht; Schulgesetz; Verantwortung; Qualitative Forschung; Academic Staff; Lehrkörper; Amtszeit; Beschäftigungsdauer; Lehrqualifikation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung
Abstract	Never before in the history of education has there been more scrutiny of our public schools. With the increased accountability due to the passage of No Child Left Behind legislation and the pressure to perform adequately in international testing, it is imperative that high quality teachers fill the classrooms of America's schools. It is paramount that the evaluation process produces qualified teachers to meet the needs of our students. In this descriptive, qualitative study, educators were observed without intervention concerning their attitudes and opinions regarding the evaluation process. While teachers were overwhelmingly in favor of being evaluated, few felt that they benefited professionally from the process. The majority of those surveyed felt that all involved in the evaluation process were qualified to do their respective jobs. Teachers strongly believe that non-tenured teachers should be evaluated more often than those who were tenured. Teachers surveyed were from schools ranging in size from 250 students to 3,850 students and were involved in teaching at all levels from K-12. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10