A Descriptive-Comparative Study of Teacher Performance Evaluation on Student Achievement in a Public School District

Autor/in	Christensen, William Howard
Titel	A Descriptive-Comparative Study of Teacher Performance Evaluation on Student Achievement in a Public School District
Quelle	(2013), (112 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-0285-5
Schlagwörter	Hochschulschrift; Dissertation; Teacher Evaluation; Comparative Analysis; Academic Achievement; Public Schools; School Districts; Correlation; Observation; Student Evaluation; Grade 3; Grade 4; Grade 5; Grade 6; Grade 8; Grade 7; Elementary School Teachers; Middle School Teachers; Middle School Students; Elementary School Students; English Teachers; Mathematics Teachers; New York + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teacher appraisal; Lehrerbeurteilung; Schulleistung; Public school; Öffentliche Schule; School district; Schulbezirk; Korrelation; Beobachtung; Schulnote; Studentische Bewertung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; School year 07; 7. Schuljahr; Schuljahr 07; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Student; Students; Schüler; Schülerin; English language lessons; Englischunterricht; Mathematics; Mathematik
Abstract	In 2010, the federal government increased accountability expectations by placing more emphasis on monitoring teacher performance. Using a model that focuses on the New York State teacher evaluation system, that is comprised of a rubric for observation, local student assessment scores, and student state assessment scores, this descriptive-comparative research study investigated the impact a new teacher performance evaluation system has on student achievement in the first year of its implementation. The sample participants for the study were third through eighth grade English/Language Arts teachers and Math teachers who were evaluated utilizing a new quantitative teacher evaluation system. This descriptive-comparative study found that students of more effective teachers had significantly higher achievement in both Math and ELA classrooms in grades three through eight compared to students who were taught by ineffective teachers as measured by the newly implemented New York State teacher evaluation system. [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	2020/1/01