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Teacher Evaluations: A Correlation of Observed Teaching Practice and Student Achievement

机译：教师评价：观察到的教学实践与学生成绩的关联

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摘要

This quantitative study employed a correlational research design to examine the extent to which overall teacher evaluation scores and instructional practice domain scores relate to student achievement scores in mathematics and English language arts among 3rd grade students. This research tested the theory of instruction by Jerome Bruner as it related to the evaluation rubric based on the InTASC Model of Core Teaching Standards. The sample comprised of 93 third grade teachers and their assigned students in a large elementary school district located in the southwestern United States with a high percentage of ELLs and low-SES students. The research questions examined the relationships between the total evaluation scores, as measured by the InTASC evaluation instrument and 3rd grade student achievement in mathematics and English language arts, as measured by the AzMERIT assessment. Further, the research questions examined the relationship between the instructional domain from the InTASC evaluation instrument and 3rd grade student achievement in mathematics and English language arts. Using simple regression analysis, the results indicated a significant, but weak relationship between the overall evaluation scores and mathematics (r = .261, p < .05) and between the instructional practice domain and mathematics (r = .231, p < .05). There were no significant correlations between the overall evaluation and the instructional practice domain and English language arts achievement.
机译：这项定量研究采用了相关研究设计，以检验三年级学生在数学和英语艺术方面的总体教师评价分数和教学实践领域分数与学生成就分数的相关程度。这项研究测试了Jerome Bruner的教学理论，该理论与基于InTASC核心教学标准模型的评估规则有关。该样本由位于美国西南部一个大型小学区的93名三年级教师及其分配的学生组成，其中ELL和SES低的学生比例很高。研究问题考察了InTASC评估工具测得的总评估分数与AzMERIT评估测得的数学和英语语言三年级学生成绩之间的关系。此外，研究问题考察了InTASC评估工具的教学领域与数学和英语语言专业三年级学生成绩之间的关系。使用简单的回归分析，结果表明总体评估得分与数学之间的关系显着但弱（r = .261，p <.05），教学实践领域与数学之间的关系（r = .231，p <.05） ）。总体评估与教学实践领域和英语语言成绩之间无显着相关性。

著录项

  • 作者

    Wright, Pamela D.;

  • 作者单位

    Grand Canyon University.;

  • 授予单位 Grand Canyon University.;
  • 学科 Educational leadership.;Educational evaluation.;Instructional design.
  • 学位 Ed.D.
  • 年度 2017
  • 页码 215 p.
  • 总页数 215
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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