Pay-for-Performance Reform Programs: It's More than the Money!

Autor/inn/en	Howard, Christy M.; Miller, Sam
Titel	Pay-for-Performance Reform Programs: It's More than the Money!
Quelle	In: Urban Education, 57 (2022) 1, S.83-107 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085918801436
Schlagwörter	Middle School Teachers; Merit Pay; Teacher Salaries; Incentives; Faculty Development; Teaching Methods; Student Centered Learning; Teacher Student Relationship; Educational Change; Urban Education; Growth Models; Accountability + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Leistungszulage; Lehrerbesoldung; Lehrervergütung; Anreiz; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsreform; Stadtteilbezogenes Lernen; Verantwortung
Abstract	This study evaluated five teachers from a middle school with a history of low-performances and high teacher turnover. This school participated in a reform program, Pay-For-Performance, where they received financial bonuses to increase performances on literacy and mathematics assessments. Additional requirements included participation in workshops, and planning and data discussions. Despite appreciation for incentives, teachers credited these professional development opportunities and district's growth model as the impetus for their changing practices. Participants' instructional practices became student-centered as they promoted engagement by building stronger relationships with students and by offering them choices with how they demonstrated their understanding of the curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01