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Examining Teacher Perceptions of the Relationship Between Evaluation Policy and Teacher Practice in a North Carolina School System

机译：检查教师对北卡罗来纳州学校系统中评估政策与教师实践之间关系的看法

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摘要

Examining the justification for current evaluation policy reveals that such policy rests on two assumptions related to the impact on the work of teachers: (1) evaluations are necessary because teachers need to be rated, sanctioned, or rewarded in order to be motivated to improve their practice; and (2) evaluations yield information that is useful for teachers to improve practice. Both assumptions have driven policy changes over time and carry implications for teacher classroom practice.;This mixed methods study examines how a state-wide standardized evaluation policy utilized in North Carolina affects the work of high school teachers in a single school district under varying school and individual conditions. Specifically, this study focuses on teachers who offer perspectives from varying combinations of the following school-level variables: status at a high or low evaluation condition school and status at a high or low evaluation effectiveness school, and the following individual variables: status as a Mathematics or English teacher, years of experience, and licensure level.;This dissertation tests the previously-stated assumptions about teacher evaluation and teacher work in a North Carolina school system in a to answer the following research questions:;(1) What, if any, role do reported school evaluation conditions and school evaluation status play in shaping teacher motivation, experiences with feedback, and work decisions related to teacher evaluation?;(2) What individual-teacher level factors are associated with differences in teacher motivation, experiences with feedback, and work decisions related to teacher evaluation?;Analysis of the whole sample demonstrated that teachers did not find evaluation to motivate performance or to provide useful feedback. Though quantitative differences between school locations were not found, there were qualitative differences in how evaluation was related to practice across sites. Differences were also found in the evaluation-practice relationship between teachers of different licensure levels and different levels of experience where those in the lower designation perceived a greater impact of evaluation policy. Finally, differences between the subject areas of Math and English were identified, but may have been influenced by the capacity of observers and specifically, a lack of subject area alignment between the observer and the classroom in English, such alignment was present for some of the Math teachers in the study. Therefore, it is important to examine the context of evaluation, particularly the capacity of the administration that conducts evaluation.;The results of this study suggest that the characteristics and capacity of an observer do matter in how the observation protocol is interpreted and implemented. Additionally, the evaluation climate and culture, or evaluation scenario of a school, may also influence the ways in which teachers find evaluation motivating and how teachers approach feedback from evaluation. The results of this study provide insight into the relationship between teacher evaluation and classroom practice, an area that has previously been under researched despite the impact other high-stakes accountability policies have had on teaching practices and the teaching workforce.
机译：审查现行评估政策的合理性表明，该政策基于与对教师工作的影响有关的两个假设：（1）评估是必要的，因为需要对教师进行评价，制裁或奖励，以激励他们提高自己的水平实践; （2）评估产生的信息对于教师改进实践很有用。这两种假设都随着时间的推移推动了政策的变化，并对教师的课堂实践产生了影响。这项混合方法研究探讨了北卡罗来纳州采用的全州范围内标准化评估政策如何影响单个学校和不同学校中高中教师的工作。个别情况。具体而言，本研究的重点是教师，他们从以下学校水平变量的不同组合中提供了观点：高或低评估条件学校的地位和高或低评估有效性学校的地位，以及以下个体变量：作为学校的地位数学或英语教师，经验的年限和执照水平。;本论文测试了北卡罗来纳州学校系统中先前陈述的有关教师评估和教师工作的假设，以回答以下研究问题：（1）如果报告的学校评估条件和学校评估状态在塑造教师动机，反馈经验以及与教师评估有关的工作决策中起什么作用？;（2）哪些个人教师水平因素与教师动机，经历的差异相关反馈以及与教师评估有关的工作决策？；对整个样本的分析表明，教师没有寻找评估以激发绩效或提供有用的反馈。尽管未发现学校所在地之间的数量差异，但在评估与跨站点实践之间的关系方面存在质的差异。在不同执照水平和不同经验水平的教师之间，在评价与实践的关系中也发现了差异，其中较低职称的教师认为评价政策的影响更大。最后，确定了数学和英语学科领域之间的差异，但可能受观察者能力的影响，特别是观察者与英语课堂之间学科领域的对齐方式缺乏影响，这种对齐方式在某些数学老师在学习中。因此，重要的是要检查评估的背景，尤其是进行评估的主管部门的能力。这项研究的结果表明，观察者的特征和能力对观察协议的解释和实施方式确实很重要。此外，评估的气候和文化或学校的评估方案也可能会影响教师发现评估动机的方式以及教师从评估中获取反馈的方式。这项研究的结果提供了对教师评估与课堂实践之间关系的洞察力，尽管其他高风险责任政策对教学实践和教师队伍产生了影响，但以前一直在对该领域进行研究。

著录项

  • 作者

    Frasier, Amanda Marie Slaten.;

  • 作者单位

    Michigan State University.;

  • 授予单位 Michigan State University.;
  • 学科 Education policy.;Educational evaluation.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 208 p.
  • 总页数 208
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:38:27

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