|
|
| 說明 | 136 p |
| 附註 | Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A |
| Advisers: Antonio D'Onofrio; Marcia Bolton |
| Thesis (D.Ed.)--Widener University, 2015 |
| The study explored the impact of targeted professional development in the form of a teacher evaluation system on the teaching strategies of high school educators. Researchers such as Danielson (2000) described how evaluation systems could be utilized for targeted teacher professional development and influencing practice in the classroom. The researcher utilized a survey, as well as conducted follow-up interviews to add depth and clarity. Both the survey and interviews revealed the degree to which high school teachers have altered their perceptions of the value of the new evaluation system, and, because of this, are they more likely to modify their teaching strategies due to the targeted professional development they receive from it |
| A review of the literature indicated the roots of this national movement whose growth has largely been based on the notion that traditional evaluation systems are inherently faulty. Weisburg, Sexton, Mulhern, and Keeling (2009) maintained that traditional evaluation systems are flawed and from their use give no means by which teachers can improve their instruction. New Jersey has passed legislation overhauling teacher evaluation throughout the state with the belief that the revamped evaluation system will lead to greater accountability among educators, better teaching, and, most importantly, increased student achievement |
| The study explored the role of evaluation systems as targeted professional development and their relationship with opinions on the teaching strategies of high school educators. It found that compliance to the law in itself does not create the impact on the professional development it is intended to provide. The findings suggest that the evaluation instrument has the potential to impact the classroom through targeted professional development when meaningful reflection and conversations are had about instruction in the classroom. Teachers expressed the need to have evaluations focused on their professional development with deeper conversations centered around agreed upon hallmarks of sound instruction |
| This study was conducted only at the high school level. Implications of this study include the need to move the implementation of the evaluation system past simple compliance to truly impact professional development. Suggestions for further research include a replication of this study and including administration |
| School code: 1063 |
| 主題 | Educational evaluation |
| Secondary education |
| Education policy |
| 0443 |
| 0533 |
| 0458 |
| ISBN/ISSN | 9781321707830 |
