Music Teachers' Perceptions of High Stakes Teacher Evaluation

Autor/in	Robinson, Mitchell
Titel	Music Teachers' Perceptions of High Stakes Teacher Evaluation
Quelle	In: Arts Education Policy Review, 120 (2019) 1, S.45-56 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2017.1373380
Schlagwörter	Music; Music Education; Music Teachers; Teacher Attitudes; High Stakes Tests; Teacher Evaluation; Educational Change; Teaching Methods; Value Added Models; Test Validity; Test Reliability; Michigan + Suchen Sie Ihr Suchwort? Musik; Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Lehrerverhalten; Teacher appraisal; Lehrerbeurteilung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Testvalidität; Testreliabilität
Abstract	Recent corporate education reform policies have replaced relatively informal systems of principal observations that had been familiar to many teachers for much of their professional careers with high-stakes teacher evaluation (HSTE) systems that now determine who is allowed to remain in the profession and who gets terminated. Many education scholars have found current teacher evaluation systems to be lacking in validity and reliability. This article examines the perspectives of music teachers working within HSTE systems through a policy lens, identifying the major challenges these systems pose for music educators and offering policy recommendations for improving the evaluation of music teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01