Literaturnachweis - Detailanzeige
| Autor/in | Salazar, Maria del Carmen |
|---|---|
| Titel | Interrogating Teacher Evaluation: Unveiling Whiteness as the Normative Center and Moving the Margins |
| Quelle | In: Journal of Teacher Education, 69 (2018) 5, S.463-476 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4871 |
| DOI | 10.1177/0022487118764347 |
| Schlagwörter | Teacher Evaluation; Racial Bias; Whites; Teacher Education Programs; Critical Theory; Race; Minority Group Teachers; Disproportionate Representation; Teacher Effectiveness; Equal Education; Culturally Relevant Education |
| Abstract | This article frames teacher evaluation from a critical race theory (CRT) perspective to unveil whiteness as the normative center of frameworks for teaching, and the marginalization of Communities of Color. The author places CRT on the ground by proposing a culturally responsive alternative, the Framework for Equitable and Excellent Teaching (FEET). The FEET is strategically designed to position the resources of historically marginalized Communities of Color at the center of teacher evaluation. This article describes the development of the FEET through three phases of mixed-methods research. The findings of the research were used to develop and improve the FEET to increase its measurement quality and potential in capturing culturally responsive practice. This article concludes by interrogating the role of teacher evaluation in disrupting or reproducing inequity, and proposing future research opportunities. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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