Дисертації: "Teacher effectiveness Victoria Evaluation"

1

Elliott, William F. "Teacher evaluation and administration effectiveness." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/360.

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2

Mazandarani, Omid. "EFL lecturers' perceptions of teacher effectiveness and teacher evaluation in Iranian universities." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15428.

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Teacher effectiveness research (TER), as a multifaceted phenomenon, is a seminal part of most educational agendas upon which a successful teacher appraisal system tends to be contingent. Whereas there is a wealth of research on teacher effectiveness in mainstream (general) education, there is a dearth of studies on it in second/foreign language education, thereby sowing seeds of doubts apropos of the extent to which findings in mainstream education can be applied to L2 education. A paucity of cutting-edge research in the Middle-eastern context is another missing piece of the jigsaw testifying to a need for further research on teacher effectiveness. Taking such lacunae into consideration, this study endeavours to inquire into EFL teacher effectiveness in the Iranian higher education context as its main objective. With this end in view, a number of research questions are formulated whereby the main constructs are identified. This study is aimed at investigating lecturers’ understanding of teacher effectiveness and its pertinent appraisal model, and more specifically, delving into their perceptions of teacher appraisal in Iran. Measures of evaluation, opportunities of which lecturers can avail themselves to improve their effectiveness, and lecturers’ ideal appraisal system are other areas which are examined in this research. In this study, a mixed methods exploratory sequential design is adopted to address the proposed research questions. Close-ended and open-ended questionnaires and semi-structured interview are the instruments utilised for data collection. The collected quantitative and qualitative data are analysed with the help of SPSS and NVivo, respectively. The analysis of both sets of data culminated in the emergence of six major themes, i.e. lecturers’ understanding of teacher effectiveness and the qualities of an effective teacher, measures of evaluation, opportunities and strategies conducive to improving teacher effectiveness, the Iranian appraisal system, non-teacher-controlled factors impacting on teacher effectiveness, as well as lecturers’ perceptions of an ideal appraisal system. Following a myriad of ideas garnered through data analysis, a differentiated appraisal model informed by lecturers’ voices is proposed. Based on the findings which provided evidence for some imperfections in the nexus between policy and implementation, this study concludes that there is still some room for improvement in teacher appraisal in 3 Iran. Important amongst others are better alignment between teacher appraisal and teachers’ professional development needs, transparency of the appraisal, and use of all types and forms of teacher evaluation. The study brings to the fore further implications, conclusions and suggestions for future research which are presented in the final chapter of this thesis.

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3

Sosanya-Tellez, Carla Ann. "Transformative Teacher Evaluation: Self Evaluation for High Performing Teachers." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/389.

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Public schools are in crisis, as educators and legislators seek to provide high quality education to diverse students in a measurement-driven environment. The public educator's moral imperative is to assure that all children are literate when they leave school so they can thrive in our democracy (Dewey, 1944; Freire, 1998a; Giroux & Giroux, 2004). Yet, the achievement gap persists, as poor African-American and Latino students under-perform as compared to white middle-class students (Ladson-Billings & Tate, 1995). Additionally, public school teachers are predominately middle-class and White, while they teach increasingly diverse children of poverty. In legislation, student assessment, teacher licensure, and research-based curricula have taken center stage. Teacher evaluation is noticeably absent (Danielson, 2002; Iwanicki, 1990; No Child Left Behind Act, 2002). Teacher evaluation is static and mired in politics; it has not historically helped improve school (Peterson, 2000). Investigating teacher evaluation's potential as an overlooked tool to improve teaching for all teachers and students in public school is urgent in this climate. As Stronge and Tucker (2003) asserted, "Without capable, highly qualified teachers in America's classrooms, no educational reform process can possibly succeed" (p. 3). This problem-based learning dissertation addresses a real problem in practice: how to make teacher evaluation meaningful for high-performing teachers. This study explores Wood's (1998) call for a move from traditional to transformative evaluation. Ten high performing teachers field-tested a self-evaluation handbook. They explored study options designed to help them critically reflect on their own teaching, connect with students, reflect, and set new goals. This work shows promise to help teachers and students engage in a more democratic, caring and loving public place we call school. This work is timely. After all, "When all is said and done, what matters most for students' learning are the commitments and capacities of their teachers" (Darling-Hammond, 1997, p. 293).

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4

Corkery, Debra L. "Developmental practices for effective teacher evaluation /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962515.

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5

Kukla-Acevedo, Sharon. "TEACHER EFFECTIVENESS: THE ROLES OF TEACHER CHARACTERISTICS, PREPARATION, AND TURNOVER." Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/881.

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Thesis (Ph. D.)--University of Kentucky, 2008.
Title from document title page (viewed on October 30, 2008). Document formatted into pages; contains: vii, 89 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 85-88).

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6

Argotsinger, Jamie A. "Components of performance-based teacher evaluation systems related to teacher growth : a case study /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060087.

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7

Olson, Elizabeth. "Principal and teacher perceptions of the effectiveness of Look 2 Learning." Thesis, Northwest Nazarene University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643077.

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The term management by walking around (MBWA) has been used in the business setting by chief executive officers as a method of checking in with their employees and monitoring the continuing work of the business. President Lincoln practiced this same theory by getting out of his office to see the troops. The classroom walk-through is an educational technique used to monitor instructional teaching practices and curricular decisions by teachers. This mixed-methods research project was designed to study the effectiveness of a walk-through process to improve instruction through the perceptions of building administrators and classroom teachers. The walk-through program studied was Look 2 Learning (L2L). L2L is nonevaluative and collects data from talking with students about their learning rather than through the observation of teachers. Data are collected by teachers and building administrators and cumulative data are shared through a reflection process. Perceptions of L2L were collected through a Likert-scale survey, an open-ended question, and interviews from elementary and secondary educators. The data were collected from elementary teachers, secondary teachers, elementary building administrators, and secondary building administrators from two large school districts in the western states. Generally, educators were positive about L2L. Elementary educators were generally more positive than secondary educators. All groups agreed that classrooms were visited more since the implementation of L2L, data from L2L were used to discuss instructional strategies, most teachers were open to other teachers visiting their classrooms, and professional development activities had resulted from the implementation of L2L. Elementary building administrator, secondary building administrator, and elementary teacher perceptions were positive that the implementation of L2L had increased their knowledge about instruction.

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8

Nabors, Autumn Nicole. "Perceptions of How Teacher Evaluations and Feedback Impact Teacher Professional Growth in a Large Suburban School District in Virginia." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/73330.

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Teacher evaluation systems were developed and implemented to increase accountability but also to increase teacher effectiveness. A review of the research and findings of previous teacher evaluation studies demonstrated the need to further examine the feedback in evaluation systems and their role in teacher professional growth. The purpose of the study was to identify the perceptions of teachers and administrators regarding the feedback teachers receive from the teacher evaluation process, how they perceive the impact of feedback on teacher growth, and what professional development has been offered because of the feedback. This descriptive study used qualitative data and quantitative data derived from a modified version of the Teacher Evaluation Profile (TEP) survey. The findings from this study indicated that teachers perceive the quality of feedback they received to be lower than administrators perceived the quality of the feedback they gave, specifically in regards to the frequency of the feedback and quality of the information contained in the feedback. In addition, there was a significant difference in the perceptions of the quality of feedback between elementary teachers and administrators and secondary teachers and administrators. Though teachers and administrators both perceived the working relationships as positive, few teachers reported making adjustments to their teaching practices in response to the feedback received. Teachers did not perceive teacher professional growth from adjustments made in their teaching practice in response to the feedback. Teachers also noted few opportunities for professional development suggested in feedback. As suggested by the findings, professional development needs to be specific in regards to providing effective feedback. Finally, teachers, with the help of administrators, need to focus on creating goals and growth plans with specific professional opportunities to help teachers grow professionally and positively impact student outcomes.
Ed. D.

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9

Lansdale, Jackie Courntey. "NCR vs DRO: Evaluation of Effectiveness, Teacher Preference, and Fidelity of Implementation." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4355.

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Abstract Previous research has demonstrated that non-contingent reinforcement (NCR) and differential reinforcement of other behaviors (DRO) are effective procedures in reducing problem behavior of children both in and out of the classroom. However, few studies have assessed which procedure is most socially acceptable among teachers. In addition, studies have not recorded data on fidelity of implementation among teachers. A non-concurrent multiple baseline across teachers design was used to (a) demonstrate the effect of NCR and DRO on the problem behaviors of school aged children with no identified developmental disability, and (b) assess implementation fidelity of each procedure by the teacher. This study further assessed which procedure was preferred by teachers by the addition of questionnaires and a choice phase in which teachers ultimately chose which procedure to implement. Results showed that both procedures significantly reduced problem behavior across all participants, with the DRO procedure having the greatest effect. The procedure that was preferred most by teachers varied across participants. One of the three participants preferred the NCR procedure, one preferred the DRO procedure and the last participant gave mixed results between the procedure she said she preferred in the surveys and the procedure she chose to implement in the final choice phase.

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10

Thomas, Trevor R. "The Use of EVAAS Teacher Reports in Teacher Evaluation: Teacher Attitudes in Ohio's Public Schools." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1387868297.

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11

Junor-Carty, Portia. "Teacher and Administrator Perceptions of the Effectiveness of a Teacher Evaluation System and Its Impact on Student Learning." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/80.

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The purpose of this study was to analyze the relationship of teachers’ and administrators’ perception of the effectiveness of a teacher evaluation system to the effects of the system on student learning. Teacher surveys were administered electronically and administrator and teacher focus group discussions were held to determine the relationship between the following variables: Teacher perception of evaluation activities, teacher perception of the effectiveness of the evaluation system, administrators perception of evaluation activities, administrator perception of the effectiveness of the evaluation activities, professional development of teachers and teacher perception of the effects of the evaluation system on student learning.

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12

Piveral, Joyce A. Wake. "Quality and impact of a performance based teacher evaluation pilot program /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974670.

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13

Morris, Nichole R. "The Tennessee Educator Acceleration Model and the Teacher Instructional Growth for Effectiveness and Results Model on Measures of Teacher Effectiveness: A Comparative Study." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3282.

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The purpose of this quantitative study was to compare measures of teacher effectiveness between two different Tennessee teacher evaluation models. The two teacher evaluation models compared were the Tennessee Educator Acceleration Model (TEAM) and the Teacher Instructional Growth for Effectiveness and Results Model (TIGER). The measures of teacher effectiveness used were final observation scores and individual value-added growth (TVAAS) scores. The relationship between observation scores and growth scores were also compared for the two different evaluation models. There were four guiding research questions and corresponding null hypotheses. Data were provided from participating school systems. The sample for this study included 230 TIGER teachers from 3 TIGER districts and 2,389 TEAM teachers from 9 TEAM districts. Independent samples t-tests and Pearson correlations were computed to investigate the research questions. All data were analyzed using a 0.05 significance level. Findings from the data indicate that teachers who were evaluated using the TIGER model had statistically higher TVAAS scores and final observation scores when compared with TEAM teachers. Results also indicated a significant positive relationship between observation scores and TVAAS scores for both TEAM and TIGER teachers. Findings indicate a stronger relationship for the TIGER teachers than for the TEAM teachers.

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14

Stolarchuk, Eddie O. "An evaluation of the effectiveness of laptop computers in science classrooms." Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/2595.

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Numerous educational research studies have shown that students perceptions of teacher-interpersonal behaviour and classroom environment are positively associated with students attitude to science and students cognitive achievement in science. Laptop computers have become increasing popular in science classrooms since the late 1980s; however, their effects on students perceptions of teacher interpersonal relationships or classroom environment have not been studied.The aim of this study was to assess the effectiveness of laptop computers in science classrooms, in terms of the effects laptops had on students perceptions of teacher-student interpersonal behaviour and classroom environment. Students attitude to science and their cognitive achievement in science were also assessed.Student data were collected from 433 grades 8 and 9 science laptop students in 23 classrooms, in 14 Independent schools, in four Australian states. Both quantitative and qualitative data were collected.The study confirmed the reliability and validity of the QTI and ICEQ for use in science laptop classrooms, described students perceptions of teacher-student interpersonal behaviour and classroom environment in science laptop classrooms and identified associations between students perceptions of teacher-student interpersonal behaviour and classroom environment with each of the student outcomes. The attitudinal outcomes were found to be more strongly associated with both perceptual areas, than were the cognitive achievement outcomes.The study also found that there was a difference in the way science laptop and non-laptop students perceived teacher-student interpersonal behaviour and classroom environment, but that there was no significant difference I the attitudinal and cognitive achievement outcomes between science laptop and non-laptop students.

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15

Beauchamp, Pierre. "Teacher perceptions of the characteristics of effectiveness in Canadian independent schools." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22401.

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This study analyzed the perceptions of 184 teachers in 38 member institutions of the Canadian Association of Independent Schools to determine the most important characteristics and indicators of school effectiveness. Review of the school effectiveness literature indicated eight characteristics of school effectiveness: leadership, expectations, mission, time on task, monitoring, basic skills, climate, and parent/community participation. In addition, research on school effectiveness has found certain procedures or activities that contribute to effective schooling, termed indicators for this study.
Of the eight characteristics, creating a positive learning climate was ranked highest, as was the case in a recent study of private schools in the United States. At the level of indicators, top rankings were given to student-oriented concerns: (1) care about students as people, (2) providing an enriched and all-round quality programme for students, (3) pride in the school's and students' successes, (4) listening to students, (5) providing an enjoyable environment, (6) care of students in a professional manner.
In conclusion, these findings indicate that a balance of school effectiveness characteristics and indicators are required to render an overall quality programme for the benefit of the students.

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16

Cunningham, Paula Lynn. "The effects of value-added modeling decisions on estimates of teacher effectiveness." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1445.

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This study was undertaken to evaluate the impact of modeling decisions made by those charged with implementing teacher evaluation systems that incorporate student achievement data; such choices include how growth is to be modeled, whether student characteristics are to be controlled for, how many years of data are to be used, and which test subject is to be selected. Using a three-cohort longitudinal data set from a school district in which reading and mathematics test scores from a vertically-scaled assessment allowed determination of growth in grades three, four, and five, estimated teacher effects were derived from five value-added models, and the resulting rank orderings of the teachers were examined. The models compared were a covariate adjustment model that conditioned on prior achievement only, a covariate adjustment model that conditioned on certain student characteristics as well as prior achievement, a gain score model, the growth model underlying the vertically-scaled assessment, and student growth percentiles. Teacher rank orderings derived under the five models were highly consistent with one another using either one or three classroom years of test scores. Only when the movement of teachers between quartiles was examined did a difference in performance between some models emerge. The high degree of consistency between the two covariate adjustment models suggested that control for student-level characteristics was unnecessary. Using three years of test scores rather than one led to a small decrease in between-model correlations and a small increase in teacher movement between quartiles. Comparison of teacher value-added based on reading scores versus mathematics scores gave mixed results, with between-model correlations in mathematics being slightly higher than those for reading but with reading showing greater consistency in quartile movement between cohorts. The year-to-year change in teacher rank orderings was very striking, as low, and even negative, correlations emerged between years. Movement of teachers between quartiles from one year to the next was far greater than that observed when comparing the modeling conditions. Using a teacher rating scheme in which groups of teachers were distinguished from average effectiveness if they appeared in the extremes of the rankings, nearly half of teachers changed ratings from one year to the next. Such low inter-temporal stability of teacher value-added is a significant result that should be considered by all stakeholders in teacher evaluation.

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17

Schlegel, Ronald Dean. "A qualitative evaluation of electronic telecommunication in facilitating student teacher, cooperating teacher, and university supervisor communication and role effectiveness /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487861396023595.

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18

Keels, Donn. "An Analysis of the Correlation between Teacher Effectiveness and Student Standardized Test Scores." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3691413.

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The purpose of the study was to gain knowledge about the relationship between teacher level measures, calculated from student standardized test scores, and actual teacher performance. The existence or lack of correlation between these two measures may suggest the appropriateness of level measure data for teacher evaluation. The study used a quantitative method and correlational design to study central Florida secondary schoolteachers. The study sought to avoid the subjective bias observed in previous studies by comparing two different objective measures of student achievement (valueadded measures and level measures). The results, based on 15 teachers and 359 student test scores collected over a three-year period, suggest that value-added measures are strongly correlated with level measures (mean test scores). Additionally, the study data suggested that the strength of this correlation decreases from eight through tenth grade. In conclusion, the study found that value-added indicators measure nearly the same factor as level indicators. Considering the complication and expense of calculating value-added measures, level measures may be more attractive in light this study.

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19

Goffi, Jeanne C. "Applied voice instruction : Constructing a measure for evaluating teacher effectiveness /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12026943.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Includes tables. Typescript; issued also on microfilm. Sponsor: Harold F. Abeles. Dissertation Committee: Lenore Pogonowski. Includes bibliographical references (leaves 104-108).

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20

Stolarchuk, Eddie O. "An evaluation of the effectiveness of laptop computers in science classrooms." Curtin University of Technology, Science and Mathematics Education Centre, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12264.

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Анотація:

Numerous educational research studies have shown that students perceptions of teacher-interpersonal behaviour and classroom environment are positively associated with students attitude to science and students cognitive achievement in science. Laptop computers have become increasing popular in science classrooms since the late 1980s; however, their effects on students perceptions of teacher interpersonal relationships or classroom environment have not been studied.The aim of this study was to assess the effectiveness of laptop computers in science classrooms, in terms of the effects laptops had on students perceptions of teacher-student interpersonal behaviour and classroom environment. Students attitude to science and their cognitive achievement in science were also assessed.Student data were collected from 433 grades 8 and 9 science laptop students in 23 classrooms, in 14 Independent schools, in four Australian states. Both quantitative and qualitative data were collected.The study confirmed the reliability and validity of the QTI and ICEQ for use in science laptop classrooms, described students perceptions of teacher-student interpersonal behaviour and classroom environment in science laptop classrooms and identified associations between students perceptions of teacher-student interpersonal behaviour and classroom environment with each of the student outcomes. The attitudinal outcomes were found to be more strongly associated with both perceptual areas, than were the cognitive achievement outcomes.The study also found that there was a difference in the way science laptop and non-laptop students perceived teacher-student interpersonal behaviour and classroom environment, but that there was no significant difference I the attitudinal and cognitive achievement outcomes between science laptop and non-laptop students.

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21

Battle-Edwards, Amy. "An Examination of the Georgia Teacher Keys Effectiveness System." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/102.

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This study examined the Georgia Teachers Effectiveness System and its effects on teachers’ teaching practices, including teacher motivation and teacher behavior. This was a mixed method study that included a focus group, surveys, and document analysis to address the independent variables: Teacher Assessment Performance Standards, Professional Growth, Student Growth Percentile, Student Learning Objectives and Teacher Effectiveness Measurement. The researcher found that the teachers that participated in this study were intrinsically motivated and the Georgia Teacher Keys Effectiveness System is a tool used to provide additional support and guidance in the classroom. A conclusion drawn from the findings suggested that the Georgia Teachers Effectiveness System has had a positive influence on teachers’ teaching practices.

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22

Accurso, Jenilee F. "Training Pre-Service Teachers Key Components of the Response to Intervention Model: Effectiveness and Evaluation." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619199512062938.

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23

Cain, Laura Lee. "A study of modular professional learning and mentoring and its impact on teacher effectiveness." Thesis, Ball State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3701391.

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Through the evolving arena of educational reform over decades, educational policy with emphasis on teacher evaluation has become a priority. This study investigated the benefit of support as identified via observation evaluation scores through an online professional learning system. Teachers with an evaluation rating of needs improvement and ineffective were offered a professional learning opportunity in order to provide support and measure improvement by the observational rubric used in teacher evaluation. A quantitative research design was utilized through the collection of archival observational data over a two-year period as well as survey data to gather teachers’ perceptions of their own improvement post training.

Results suggested teachers benefitted from the online professional learning as participants improved their scores and categorical ratings. Teachers who participated confirmed that they perceived they improved in their instruction after participating in the module. It is important to note that the teachers who were invited to participate and those who chose not to participate improved in their teacher observable scores and categorical ratings in year two. The research is consistent with the value of professional learning and has implications for policy makers both at the state and district level.

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24

Armstrong, Donna M. "A case study of the effectiveness of the University of Pittsburgh at Bradford's teacher education program." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=740.

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25

Wong, Shiu-ying. "School self-evaluation in Hong Kong in relation to professional development." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35683892.

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26

Suwanarak, Kasma. "Effectiveness of student rating forms of teacher evaluation : perceptions of Thai university students and teachers." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438362.

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27

Halstead, David Stewart. "The Effectiveness of a Teacher Evaluation Process as Perceived by Teachers and Building-level Administrators." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/1219.

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The purpose of this study was to investigate the perceptions held by building administrators and teachers of the evaluation system being used in the Vancouver (Wash.) School District. Through the administration of separate questionnaires for building administrators and teachers, research was conducted to determine if significant differences existed among groups of teachers, among groups of building-level administrators, and among building-level administrators and teachers. The population of the study consisted of 235 randomly selected teachers from kindergarten through high school and 29 building-level administrators. Two different questionnaires were administered, one to teachers and one to building administrators, to determine the sample's perceptions of the current evaluation system being used in the Vancouver School District. Results of the questionnaires were examined based upon the categories of evaluator quality: comfort with evaluator; frequency of classroom visitations; evaluation procedural points; and utilization of evaluation results. Data within the building administrator group were examined through Chi Square, as also were comparative data between the building administrator and teacher groups. Data within the teacher group were examined both through Chi Square and through MANOVA and ANOVA statistical analysis. The results of the study indicated that teacher grade level may have a significant impact upon a teacher's perception of the evaluation process, but gender, age and teaching experience may not significantly impact teacher perceptions. The data further showed that grade level may not be significant in building administrator perceptions. In regards to comparing teacher and building administrator perceptions, it was found that these two groups may have different perceptions of a teacher evaluation system and process. Recommendations for improvements in the evaluation system for the school district are included. These same recommendations may also be appropriate for other school districts as well. Other districts are encouraged to review their evaluation process in a similar manner to determine its perceived effectiveness by the practitioners that use it.

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28

McKenzie, Andrew. "Measuring Teaching Effectiveness Using Value-Added and Observation Rubric Scores." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699912/.

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Анотація:

This mixed-methods study examined the extent to which teacher performance and student performance measures correlated, and to understand which specific practices of mathematics teachers in Grades 3-5 related to student performance. Research was conducted at five elementary schools in a large, urban north Texas school district. Data sources included component scores and recorded evidence from observation rubrics, interviews with campus administrators, and value-added modeling (VAM) student growth scores. Findings indicated a modest relationship between teacher performance levels and student performance levels. Lack of access to individual teacher VAM data, per district policy, might have impacted the strength of the relationship. Interviews with administrators and an examination of the evidence cited in the observation rubrics identified specific practices associated with highly rated mathematics teaching. Differences in administrators’ experience levels with both mathematics instruction and the observation instrument might have influenced rubric scores and the level of specificity shown in evidence statements.

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29

Dwyer, Theodore J. "A Comparison of Educational "Value-Added" Methodologies for Classifying Teacher Effectiveness: Value Tables vs. Covariate Regression." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6228.

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There is a great deal of concern regarding teacher impacts on student achievement being used as a substantial portion of a teacher’s performance evaluation. This study investigated the degree of concordance and discordance between mathematics teacher ranking using value tables and covariate regression, which have both been used as measures for teacher effectiveness. The researcher examined teacher rankings, before and after the state recommended classification, using correlational techniques, comparison matrices, and visual examination for value-added scores derived from the value table versus the covariate regression approach. Examination demonstrated strong correlations between the initial rankings (r = .77 to .98) and a high concordance (γ = .96 to 1.0) once the recommended classifications were applied to the teachers rankings. The overall implications of this project are that more complex methods may parse the impact information out with higher statistical accuracy, however, once the recommended classification is applied to the methods there may be very little difference in the classification of teachers.

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30

Harrell, Kelley. "Teacher Perceptions of the Tennessee Educator Acceleration Model (TEAM)." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3374.

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Анотація:

The purpose of this quantitative study was to determine the perceptions of Pre K through 8th grade Tennessee teachers about the impact of Tennessee Educator Acceleration Model (TEAM) evaluations on classroom instructional strategies, teacher planning, professional development and teacher effectiveness. Participants in this study were PK-8 public school teachers from 2 districts in Northeast Tennessee who had been evaluated using the Tennessee Educator Acceleration Model (TEAM). Specifically this research was guided by 8 research questions on perceived changes in instructional strategies utilized by teachers, the perceived changes in teacher planning practices and lesson preparation, the perceived changes in professional development activities attended by the teacher and the perceived impact of teacher evaluation and feedback on teacher effectiveness. A survey instrument was used to collect data. The survey instrument consisted of 20 statements that asked the respondents to indicate their degree of agreement on a 6-point Likert scale. Quantitative data were analyzed with a series of one way ANOVA tests. Results indicated there was no significant difference in the instructional strategies or teacher planning dimensions of the TEAM Teacher Survey in relationship to years of experience or degree level. Respondents’ perceptions of teacher effectiveness were not significant in relation to degree level, but they were significant in relation to years of experience. The professional development dimension of the TEAM Teacher Survey was not significant in relation to degree level but was significant in relation to years of experience.

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Maricich, Patricia Sheehan. "BTSA program directors' perceptions on the relationship between components of mentor assessment and effectiveness." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3614472.

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California's Beginning Teacher Support and Assessment program (BTSA) is a high stakes induction program; a new teacher's completion of a BTSA induction program leads to the California clear credential. The cornerstone of the BTSA induction program is the mentor, also known as a support provider. Mentors provide a variety of services to new teachers including individualized formative assessment of practice and ongoing reflection on teaching skills. Effective mentors are critical to the success of new teachers and foundational to the induction program. Although BTSA programs are mandated by state induction standards to assess the quality of services provided by their support providers, the standards do not define quality. BTSA programs are free to create their own assessment criteria and assessment methods.

This qualitative, descriptive study (a) examined the perceptions of BTSA program directors on the relationship between established forms of mentor criteria, methods of formative assessment, and formative feedback provided to mentors and (b) identified those components of mentor assessment that are perceived by BTSA program directors to be valuable in assessing mentor effectiveness.

The study found that BTSA directors placed import on assessing mentors for personal dispositions, such as attitude and responsibility, as well as the quality of their work with their novice teachers. Directors perceived that formative feedback from either the BTSA director or peers was important in increasing mentor effectiveness. The directors' perceptions of valued components of mentor assessment were shaped not only by the requirements regarding mentor assessment contained within Induction Standard 3 (California Commission on Teacher Credentialing, 2008), but by local culture, district goals, and existing models of educator assessments within each organization.

BTSA directors, who led programs in high performing schools, valued assessing a mentor's ability to build relationships with novices for the purpose of advancing the novices' teaching practice and were more likely to endorse mentor self-assessment and reflection as major components of assessment. Conversely, BTSA directors who operated programs in under-performing schools valued mentor assessment components that evaluated the mentor's ability to effect and advance the teaching practice of the novice. The latter programs perhaps provided mentors with more specific, explicit feedback.

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32

Hixson, Larry E. "An evaluation of a staff assessment model to improve teacher effectiveness utilizing the Stallings Intervention Technique." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/82624.

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This study will evaluate the effectiveness of a teacher performance assessment model. Teacher performance is a timely subject and very much of interest to educators, policy makers and the general public. The Stallings Observation Instrument (SOI) will be utilized to assess the performance of teachers. It has not been studied to date in that context. The design of this study will be experimental research. A total of sixteen (16) vocational teachers will be observed by certified coders using the Stallings method. Eight (8) vocational teachers will serve as the control group. After the initial observation, eight (8) vocational teachers will receive a developmental treatment and a second observation will be conducted. An analysis of covariance will be utilized to provide an analysis of the data and a comparison of the performance of the groups. The results of the study will provide data and data interpretation on the effect of the Stallings Observation Instrument (SOI) on the teacher performance assessed.
Ed. D.

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Ntsaluba, Doris Nomonde. "An evaluation of the effectiveness of Walter Sisulu University's teaching practice as a context for student teachers' competence development." Thesis, Walter Sisulu University, 2011. http://hdl.handle.net/11260/d1007761.

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This study was aimed at evaluating the effectiveness of teaching practice as a context for the development of student teachers’ competences at Walter Sisulu University. The study was necessitated by the lack of information on whether teaching practice really provides an effective context or not. A literature study focusing on planning of teaching practice, preparation of student teachers for teaching practice, placement of student teachers for teaching practice, mentoring during teaching practice as well as supervision and assessment of teaching practice was conducted. The activity and situated learning theories provided a theoretical framework for studying teaching practice. The mixed-methods approach consisting of quantitative and qualitative approaches was used and data was collected through questionnaires and focus group discussions. The participants in the study were: thirty (30) student teachers in their third year of study; ten (10) host teachers who were hosting student teachers at the time of data collection for this study and ten (10) university supervisors responsible for teaching practice supervision. Data from closed-ended questionnaire items were analysed statistically. Frequencies and percentages were derived. Content analysis was used to analyse qualitative data. The results of the study revealed that there was a serious lack of communication between the university and the schools used for teaching practice and as a result student teachers were subjected to a wide range of treatment when they arrived at the schools. The findings also showed that student teachers were inadequately prepared for teaching practice. Student teachers were faced with serious challenges with regard to placement and there was no common programme of mentoring. The schools, as a result, did not provide a sufficiently-appropriate environment for teaching practice to become an effective context for student teachers‘ competence development. The recommendations made include suggestions for the improvement of the general organisation of teaching practice with the university and the schools working as partners in all the activities of teaching practice. The introduction of a formal programme for the preparation of student teachers for teaching practice is suggested and a teaching practice model is also proposed.

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Rivera, Nancy Leland. "Choosing the right path : my personal evolution as a teacher developing and maintaining reflective practice /." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/2/.

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35

Kwolek, Kathleen A. "Impact of Teacher Evaluation Protocols on Classroom Instructional Practices." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1420539287.

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36

Ngai, Kam-tao, and 魏錦圖. "An evaluation of course effectiveness by final-year teacher trainees pursuing an in-service teacher education course for primary schoolteachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31955599.

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37

Losey, Raymond A. "An Evaluation of the Olweus Bullying Prevention Program’s Effectiveness in a High School Setting." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1250132432.

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38

Downes, Dawn M. "Designing evaluation tools for the Differentiated Instruction Staff Development Initiative." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 264 p, 2007. http://proquest.umi.com/pqdweb?did=1253510301&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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39

Ngai, Kam-tao. "An evaluation of course effectiveness by final-year teacher trainees pursuing an in-service teacher education course for primary school teachers in Hong Kong." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035450.

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40

SMITH, DENNIS MICHAEL. "MEASURING TEACHER EFFECTIVENESS AS A RESULT OF INTENSIVE TRAINING IN THE ESSENTIAL ELEMENTS OF INSTRUCTION MODEL (MADELINE HUNTER, SUPERVISION, CLINICAL)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188013.

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Problem. The purpose of this study was to assess the effectiveness of elementary school teachers who had received intensive training in the Essential Elements of Instruction model, a teaching methodology composed of specific teacher behaviors. Teacher effectiveness was measured by analyzing student achievement results in reading. Procedure. Elementary teachers at specified grade levels in two selected school districts were divided into two groups: Group A, teachers who had received training in the Essential Elements of Instruction, and Group B, teachers who had not received this training. In School District I, a student population of approximately two hundred and twenty-five students was selected as the treatment group and a student population of approximately two hundred and ten students was selected as the control group. In School District II, a student population of approximately one hundred and forty-five students was selected as the treatment group and a student population of approximately one hundred and forty students was selected as the control group. The Gates-MacGinitie Reading Test (Form A-E) was used as the post test measure of achievement for all students. This test was used to determine if a teacher's training in the Essential Elements of Instruction model would result in greater student achievement gains as measured by the selected reading test. Results. The analysis of variance treatment of the data indicated that there were significant differences between the reading scores of students whose teachers had received training in the Essential Elements of Instruction model and those students whose teachers did not receive this training. Thus, the data did allow for the rejection of null Hypothesis 1. The analysis of variance treatment of the data indicated that there were no interaction effects of teacher training and student reading achievement by the grade level of the student, the socioeconomic level of the student, or the interaction of student grade level and student socioeconomic level. Thus, the data did not allow for the rejection of null Hypothesis 2, null Hypothesis 3 and null Hypothesis 4.

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Moran, Sarah A. "Case Study of Online Mentoring's Effectiveness for Beginning Teachers." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666902.

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Because of the increase of online education options and the continuously increasing demands on teacher time, this case study analyzed online mentoring's effectiveness for beginning teachers in one Midwestern school. Specifically, the case study analyzed what, if any, the effects were of including an online learning forum to modify the traditional teacher mentoring program as well as the experiences of the mentees. A further analysis was conducted considering the administrator's role in the creation and facilitation of an online learning forum for teacher mentoring. To guide the creation and maintenance of the online learning forum, the participating teachers completed the survey 'Beginning Teacher's Views on Practice' three times throughout the year of research. Both quantitative survey data as well as qualitative data including in-depth interviews and discussion board posts were later analyzed. From the survey analysis it was concluded that of the 12 areas of needed development indicated by the participating teachers, nine indicated minimal to strong positive growth. This level of growth indicated the online learning forum was able to provide beginning teachers with necessary career development. In regard to the experience of the mentees, through indepth surveys it was indicated that the online mentoring program often reflected aspects of previously conducted research; however, most importantly, the online learning forum experience provided a structured but personalized approach to learning. Considering the administrator's role in the facilitation of the online learning forum, it was concluded that the role is complex in that no matter the amount of trust and community built between the administrator and the beginning teachers, there is still a supervisor-subordinate relationship that is difficult to overcome. Although this case study offers a general context of an online learning forum for beginning teachers, further studies should investigate a larger number of participants who span several schools or several districts to increase participation and variety of perceptions and experiences. Further, it would be advantageous to investigate how multiple, non-administrative mentors who maintain the online learning forum affect the participants' experiences.

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42

Faulk, LaVaun Gene. "Predicting On-The-Job Teacher Success Based On A Group Assessment Procedure Used For Admission To Teacher Education." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/78.

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ABSTRACT Predicting On-the-Job Teacher Success Based on a Group Assessment Procedure Used for Admission to Teacher Education by LaVaun Gene Faulk, Doctor of Education Utah State University, 2008 Major Professor: Deborah Byrnes, Ph.D. Department: Elementary Education Students who have graduated in Elementary Education at Utah State University, since 1997 when the group assessment interview procedure was adopted, and have been employed as teachers for at least two years were contacted. Students were located with the help of the Utah State Office of Education (USOE) and the Office of Teacher Education, Graduation, and Educator Licensing at USU. Permission to interview each teacher’s supervisor was obtained from each study participant. Principals were contacted and interview dates set. A self-anchoring interview was conducted to provide quantitative data on the success of each teacher. This new data was then used to compare each participant’s success as seen by supervisors to existing data already on record at USU. Specifically, principal interview data were compared to the participant’s student teaching scores, prior academic achievement data (grade point average and American College Test scores), and ratings the teacher received on the group assessment interviews when applying to the elementary education teacher training program at USU. (107 pages)

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43

Smalskas, Tamy L. "A Comparison of Three Teacher Evaluation Methods and the Impact on College Readiness." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407840/.

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Much attention in recent years has gone to the evaluation of teacher effectiveness, and some scholars have developed conceptual models to evaluate the effectiveness. The purpose of this study was to compare three teacher evaluation models – the Texas Professional Development Appraisal System (PDAS), the teacher index model (TI), and the value-added model (VAM) – to determine teacher effectiveness using student demographic and longitudinal academic data. Predictive data from students included economic disadvantage status, ethnicity, gender, participation in special education, limited English proficiency, and performance on Texas Assessment of Knowledge and Skills (TAKS). Data serving as dependent variables were scores from Scholastic Aptitude Test (SAT®) verbal/critical reasoning and mathematics. These data came from 1,714 students who were 9.7% Hispanic, 9.2% African American, and 81.2% White. The models were tested for 64 English language arts teachers and 109 mathematics teachers, using student examination scores from the SAT® verbal/critical reasoning and mathematics. The data were aligned for specific faculty members and the students whom they taught during the year of the study. The results of the study indicated that the TI and VAM explained approximately 42% of the variance in college entrance exam scores from the SAT® verbal/critical reasoning and mathematics (R2 = 0.418) across mathematics and English language arts teachers, whereas the TI model explained approximately 40% of the variance in the SAT® scores (R2 = 0.402). The difference, however, in the R-squared values between the VAM and the TI model was not statistically significant (t (169) = 1.84, p > 0.05), suggesting that both models provided similar results. The least effective model used to predict student success on college entrance exams was the PDAS, which is a state-adopted model currently in use in over 1,000 school districts in Texas, The teacher PDAS scores explained approximately 36% of the variance in student success on the SAT® (R2 = 0.359). The study provides school leadership with information about alternative methods of evaluating teacher effectiveness without difficult formulas or high costs associated with hiring statisticians. In addition, results indicate that the models vary significantly in the extent to which they can predict which teachers are most effective in preparing students for college. This study also emphasizes the critical need to provide teacher evaluations that align with student achievement on college entrance exams.

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44

Leung, Chung-man Luke. "Course effectiveness evaluation by in-service teachers in an in-service primary school teacher education program in Macau." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626160.

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45

梁仲民 and Chung-man Luke Leung. "Course effectiveness evaluation by in-service teachers in an in-service primary school teacher education program in Macau." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626160.

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46

Wyers, Melissa L. "An Investigation of Teacher Understanding and Perceptions of the Effectiveness of the Use of Learning Targets in the Classroom." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729524.

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Conflicting opinions and stances concerning standardization of curriculum in the United States education system are evidenced throughout the nation in the format of debates about the purpose of education and the curriculum. In 1892, nationally recognized American educators met as a Committee of Ten (National Education Association [NEA], 1893) to determine what subject matter should be contained in a formalized system of education, thus establishing the roots of the modern American school system. The results from the meeting were not accepted by all educational entities within the United States and curriculum content continued to be a matter of social and political debate resulting in legislative mandates designed to transform educational policy and practice. Leaders on the local, state, and national levels continue to pass new laws establishing and regulating educational standards and measurements for accountability, while classroom teachers are directed to adhere to many new directives and to become adept at a myriad of strategies and requirements to avoid being judged as inept and ultimately removed from the classroom. This action research study investigated the effectiveness of the use of Learning Targets throughout classroom curriculum by teachers as they promote instructional alignment to ensure student learning. This study explored how teachers develop, deliver, and assess student learning based on the processes and strategies contained within the Learning Target Theory of Action. It determined the perceptions about the processes involved and effectiveness of the Learning Target theory in the classroom. Finally, it placed emphases on ascertaining how students perceive the effectiveness of Learning Targets to their success in learning.

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Hauser, Linda A. "Data management practices used by original beginning teacher support and assessment programs (BTSA) to provide feedback about program quality effectiveness and guide future program decisions /." La Verne, Calif. : University of La Verne, 2002. http://0-wwwlib.umi.com.garfield.ulv.edu:80/dissertations/fullcit/3036899.

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48

Butler, Shannon Schmidt. "A Value-Added Study of Math Teacher Effectiveness: A Comparative Analysis of Principal Evaluations, Self-efficacy Ratings, and Classroom Observations." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618385.

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Costa, Ann Marie. "A Mixed Methods Program Evaluation on the Effectiveness of a School Redesign Model on Teacher Empowerment and Student Achievement." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1026.

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A recent law in a New England state allowed public schools to operate with increased flexibility and autonomy through the authorization of the creation of Innovation Schools. This project study, a program evaluation using a convergent parallel mixed methods research design, allowed for a comprehensive evaluation of the first Innovation School (IS). Activity theory, which conceptualizes change in systems involving human interaction, was the theoretical foundation of this study. The research questions focused on the efficacy of the autonomous school redesign model in involving stakeholders in participatory decision making, improving teacher collaboration, expanding teacher empowerment, and increasing student achievement on a state standardized assessment. Descriptive and statistical analyses of a preestablished survey on teacher empowerment were used to collect data, and student achievement was examined via parametric statistical analyses of standardized state achievement assessments of 3 rd, 4th and 5th grade students. Independent and paired t-test analyses documented significant increases in teacher empowerment and student achievement test scores associated with the IS model. Qualitative data, focus group and individual interviews, were analyzed through open coding and deriving summative themes of stakeholder perceptions to extend the quantitative results. The combined findings demonstrated that the IS model significantly impacted teacher empowerment and student achievement. The implications for social change lies in giving stakeholders a voice and decision making authority. As a result, schools can become organizations where stakeholders, regardless of race, color, national origin, or educational attainment, become responsible for issues related to the teaching and learning of the entire school community.

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Güerere, Claudia. "Value-Added and Observational Measures Used in the Teacher Evaluation Process: A Validation Study." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4678.

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Scores from value-added models (VAMs), as used for educational accountability, represent the educational effect teachers have on their students. The use of these scores in teacher evaluations for high-stakes decision making is new for the State of Florida. Validity evidence that supports or questions the use of these scores is critically needed. This research, using data from 2385 teachers from 104 schools in one school district in Florida, examined the validity of the value-added scores by correlating these scores with scores from an observational rubric used in the teacher evaluation process. The VAM scores also were examined in relation to several variables that the literature had identified as correlates of quality teaching as well as variables that were theoretically independent of teacher performance. The observational rubric used in the validation process was based on Marzano's and Danielson's framework and consisted of 34 items and five factors (Ability to Assess Instructional Needs, Plans and Delivers Instruction, Maintains a Student-Centered Learning Environment, Performs Professional Responsibilities, Engages in Continuous Improvement for Self and School). Analyses of the psychometric properties of the observational rubric using confirmatory factor analysis supported the fit of the five-factor structure underlying the rubric. Internal consistency reliabilities for the five observational scales and total score ranged from .81 to .96. The relationships between the observational rubric scores and VAM scores (with and without the standard error of measurement (SE) applied to the VAM score) were generally weak for the overall sample (range of correlations = .05 to .09 for the five observational scales and VAM with SE; .14 to .18 for the five observational scales and VAM without SE). Inspection of the relationship between the VAM and total observational scores within each of the 104 schools revealed that while some schools had a strong relationship, the majority of the schools revealed little to no relationship between the two measures that represent a quality/effective teacher. The last part of this research investigated the relationship of the VAM scores and scores from the observational rubric with variables that had been identified in the literature as correlates of quality teaching. In addition, relationships between variables that the literature had shown to be independent of quality teaching were also examined. Results indicated that VAM scores were not significantly related to any of the predictor variables (e.g., National Board Certification, years of experience, gender, etc.). The observational rubric, on the other hand, had significant relations with National Board Certification, years of experience, and gender. The validity evidence provided in this research calls for caution when using VAM scores in teacher evaluations for high-stakes decision making. The weak relations between the observational scores of teachers' performance and teachers' value-added scores suggest that these measures are representing different dimensions of the multidimensional construct of teaching quality. Ongoing research is needed to better understand the strengths and limitations of both the observational and VAM measures and the reasons why these measures do not often converge. In addition, teacher factors (e.g., grade level) that can account for variation in both the VAM and observational scores need to be identified.

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