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The teacher evaluation process: Impa...

Traynor-Nilsen, Patricia A.

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The teacher evaluation process: Impacts and implications on teacher behavior in the classroom. A case study on the link between teacher evaluation and the student success in a California elementary school.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The teacher evaluation process: Impacts and implications on teacher behavior in the classroom. A case study on the link between teacher evaluation and the student success in a California elementary school./
Author:	Traynor-Nilsen, Patricia A.
Description:	195 p.
Notes:	Adviser: Stuart E. Gothold.
Contained By:	Dissertation Abstracts International67-09A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3233804
ISBN:	9780542873713

The teacher evaluation process: Impacts and implications on teacher behavior in the classroom. A case study on the link between teacher evaluation and the student success in a California elementary school.
Traynor-Nilsen, Patricia A.

The teacher evaluation process: Impacts and implications on teacher behavior in the classroom. A case study on the link between teacher evaluation and the student success in a California elementary school. - 195 p.

Adviser: Stuart E. Gothold.

Thesis (Ed.D.)--University of Southern California, 2006.

The purpose of the study was to determine if the teacher evaluation process as practiced in California impacts teacher behavior in the classroom, which ultimately leads to improved student achievement. The study searched for other factors, which might be present at the high performing urban elementary school that worked in conjunction with, or as a supplement to, the teacher evaluation process.

ISBN: 9780542873713Subjects--Topical Terms:

626645
Education, Administration.

The teacher evaluation process: Impacts and implications on teacher behavior in the classroom. A case study on the link between teacher evaluation and the student success in a California elementary school.
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100 1 $a Traynor-Nilsen, Patricia A. $3 1292408
245 1 4 $a The teacher evaluation process: Impacts and implications on teacher behavior in the classroom. A case study on the link between teacher evaluation and the student success in a California elementary school.
300 $a 195 p.
500 $a Adviser: Stuart E. Gothold.
500 $a Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3260.
502 $a Thesis (Ed.D.)--University of Southern California, 2006.
520 $a The purpose of the study was to determine if the teacher evaluation process as practiced in California impacts teacher behavior in the classroom, which ultimately leads to improved student achievement. The study searched for other factors, which might be present at the high performing urban elementary school that worked in conjunction with, or as a supplement to, the teacher evaluation process.
520 $a An urban public K-5 elementary school in Orange County, California was selected for the study. This site was chosen because of its high student achievement accomplishments over the last several years as measured by California's Academic Performance Index (API). Additionally, this site met all Adequate Yearly Progress (AYP) performance factors outlined by No Child Left Behind legislation.
520 $a A qualitative case study approach was utilized. Document reviews, observational field notes, and open-ended interview questions lent themselves well in the investigation to determine what impact was made in teacher behaviors in the classroom through the evaluative process.
520 $a Individual interviews were conducted with the district superintendent, the assistant superintendent of educational services, the assistant superintendent of human resources, the site principal, and four (13%) teachers at the case study school. To triangulate the data, a survey was used to support individual teacher responses. Surveys from 13 (43%) teachers at the case study school were returned to the researcher and analyzed. Data were further triangulated by comparing the findings at the case study school to the Broad Best Practices Framework in conjunction with the Leadership Frames from Bolman and Deal (1997).
520 $a Analysis of the data indicated that the teacher evaluation process, although implemented according to California law (the Stull Bill), does not have a major impact on teacher behavior in the classroom as practiced at this site. Factors that were seen as impacting teacher performance were collaboration and professional development opportunities, accountability factors (data-driven decision-making), strong leadership, and a cohesive (school-wide) focus.
590 $a School code: 0208.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Teacher Training. $3 783747
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710 2 0 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 67-09A.
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790 1 0 $a Gothold, Stuart E., $e advisor
791 $a Ed.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3233804