An Idea Whose Time Had Come: Negotiating Teacher Evaluation Reform in New Haven, Connecticut

Autor/inn/en	Donaldson, Morgaen L.; Papay, John P.
Titel	An Idea Whose Time Had Come: Negotiating Teacher Evaluation Reform in New Haven, Connecticut
Quelle	In: American Journal of Education, 122 (2015) 1, S.39-70 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/683291
Schlagwörter	Teacher Evaluation; Educational Change; Public Schools; Semi Structured Interviews; Case Studies; Educational Cooperation; Program Design; Program Implementation; Elementary Secondary Education; Problems; Educational Policy; Politics of Education; Relationship; Interaction; Connecticut + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Bildungsreform; Public school; Öffentliche Schule; Case study; Fallstudie; Case Study; Education; cooperation; Kooperation; Programme design; Programmaufbau; Programmplanung; Problemsituation; Politics of education; Bildungspolitik; Educational policy; Wechselbeziehung; Interaktion
Abstract	This article examines New Haven (Connecticut) Public Schools' efforts to create a new teacher evaluation model in a collaborative manner. Based on semistructured interviews with nearly 100 educators, we develop a case study charting the progress of the new system, TEVAL, from an initial concept through early implementation. We find that John Kingdon's three streams--problems, politics, and policies--all aligned in the years preceding TEVAL's adoption and were supported by local policy entrepreneurs. Notably, we also find that TEVAL's progress was further facilitated by the relationships and interactions among the participants themselves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01