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Autor/inn/enCohen, Julie; Loeb, Susanna; Miller, Luke C.; Wyckoff, James H.
TitelPolicy Implementation, Principal Agency, and Strategic Action: Improving Teaching Effectiveness in New York City Middle Schools
QuelleIn: Educational Evaluation and Policy Analysis, 42 (2020) 1, S.134-160 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit 
ZusatzinformationWeitere Informationen
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0162-3737
DOI10.3102/0162373719893338
SchlagwörterTeacher Effectiveness; Principals; Strategic Planning; Teacher Evaluation; Tenure; Administrator Attitudes; Self Efficacy; Empowerment; Teacher Administrator Relationship; Middle Schools; Context Effect; Administrator Role; Board of Education Policy; State Policy; Teacher Improvement; New York (New York)
AbstractTen years ago, the reform of teacher evaluation was touted as a mechanism to improve teacher effectiveness. In response, virtually every state redesigned its teacher evaluation system. Recently, a growing narrative suggests these reforms failed and should be abandoned. This response may be overly simplistic. We explore the variability of New York City principals' implementation of policies intended to promote teaching effectiveness. Drawing on survey, interview, and administrative data, we analyze whether principals believe they can use teacher evaluation and tenure policies to improve teaching effectiveness and how such perceptions influence policy implementation. We find that principals with greater perceived agency are more likely to strategically use tenure and evaluation policies. Results have important implications for principal training and policy implementation. (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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