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The Effect of Teacher Evaluation Sys...

Leahy, Noreen.

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The Effect of Teacher Evaluation Systems Using Student Growth Models on the Attitudes of Teachers toward Students with Disabilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effect of Teacher Evaluation Systems Using Student Growth Models on the Attitudes of Teachers toward Students with Disabilities./
Author:	Leahy, Noreen.
Description:	203 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3618963
ISBN:	9781303875304

The Effect of Teacher Evaluation Systems Using Student Growth Models on the Attitudes of Teachers toward Students with Disabilities.
Leahy, Noreen.

The Effect of Teacher Evaluation Systems Using Student Growth Models on the Attitudes of Teachers toward Students with Disabilities. - 203 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ed.D.)--Hofstra University, 2014.

This item must not be sold to any third party vendors.

Students' test scores are increasingly used in teacher evaluation, which could have deleterious effects on teachers' attitudes toward students with disabilities (SWD), since these students may be seen as less likely to produce satisfactory scores. To examine the effect of teacher evaluation using standardized test scores on teachers' attitudes toward SWD, survey research was conducted comparing teachers who were evaluated using test scores with teachers who were not so evaluated. Attitude toward SWD was regressed on teacher evaluation system, age, gender, ethnicity, teacher certification, educational attainment, exposure to special education professional development, teaching level, teachers' response to their evaluation system, teachers' personal attitudes toward standardized tests, teacher self-efficacy, and evaluation rating level awarded. Assignment to an evaluation system did not significantly predict attitudes toward SWD. However, significant predictors such as teachers' attitude toward standardized tests, teachers' response to their evaluation system, teachers' feelings about their ability to teach and manage SWD, and the amount of special education professional development hours experienced, emerged. Results suggest that teacher understanding and buy-in when implementing evaluation reform is an important component of such reform. Teachers who feel more positively about the fairness of evaluation criteria may be less concerned about being evaluated for issues beyond their control, such as the learning challenges of their students. Significant effects of targeted professional development and self confidence in teaching SWD were also reported, underscoring the importance of the implementation of relevant and continuous professional learning, aligned with the goals of teacher evaluation reform, that encourage collaboration and teach specific strategies to support SWD and their teachers.

ISBN: 9781303875304Subjects--Topical Terms:

783747
Education, Teacher Training.

The Effect of Teacher Evaluation Systems Using Student Growth Models on the Attitudes of Teachers toward Students with Disabilities.
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245 1 4 $a The Effect of Teacher Evaluation Systems Using Student Growth Models on the Attitudes of Teachers toward Students with Disabilities.
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500 $a Adviser: Gloria Lodato Wilson.
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520 $a Students' test scores are increasingly used in teacher evaluation, which could have deleterious effects on teachers' attitudes toward students with disabilities (SWD), since these students may be seen as less likely to produce satisfactory scores. To examine the effect of teacher evaluation using standardized test scores on teachers' attitudes toward SWD, survey research was conducted comparing teachers who were evaluated using test scores with teachers who were not so evaluated. Attitude toward SWD was regressed on teacher evaluation system, age, gender, ethnicity, teacher certification, educational attainment, exposure to special education professional development, teaching level, teachers' response to their evaluation system, teachers' personal attitudes toward standardized tests, teacher self-efficacy, and evaluation rating level awarded. Assignment to an evaluation system did not significantly predict attitudes toward SWD. However, significant predictors such as teachers' attitude toward standardized tests, teachers' response to their evaluation system, teachers' feelings about their ability to teach and manage SWD, and the amount of special education professional development hours experienced, emerged. Results suggest that teacher understanding and buy-in when implementing evaluation reform is an important component of such reform. Teachers who feel more positively about the fairness of evaluation criteria may be less concerned about being evaluated for issues beyond their control, such as the learning challenges of their students. Significant effects of targeted professional development and self confidence in teaching SWD were also reported, underscoring the importance of the implementation of relevant and continuous professional learning, aligned with the goals of teacher evaluation reform, that encourage collaboration and teach specific strategies to support SWD and their teachers.
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