Evaluating Students with Disabilities and Their Teachers: Use of Student Learning Objectives

Autor/inn/en	Joyce, Jeanette; Harrison, Judith R.; Murphy, Danielle
Titel	Evaluating Students with Disabilities and Their Teachers: Use of Student Learning Objectives
Quelle	In: Teachers College Record, 118 (2016) 14Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
Schlagwörter	Disabilities; Educational Objectives; High Stakes Tests; Evaluation Methods; Inclusion; Regular and Special Education Relationship; Teacher Evaluation; Geographic Location; Program Implementation; Teaching Methods + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Educational objective; Bildungsziel; Erziehungsziel; Inklusion; Teacher appraisal; Lehrerbeurteilung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Over the past decade, there has been a movement toward increased accountability, focusing on teacher performance, in U.S. education. The purpose of this chapter is to discuss student learning objectives (SLOs) as one component of high-stakes teacher evaluation systems, within the context of learners with special needs. We describe SLOs and their origin, reviewing how the current Race to the Top states (i.e., states awarded competitive funds) are using SLOs in inclusive classes where general education teachers teach both students with and without disabilities. We found substantial variation in how SLOs from different regions were designed to incorporate the progress of students' teachers' evaluation ratings. These variations were particularly evident in three areas where decisions must be made: the population to be targeted, the goals to be targeted, and the weight of the SLOs in teachers' evaluations. Potential exists for these decisions to negate the positive effects of SLOs; however, in the systems that balance the stakes and the weight of the SLOs, there is potential for the SLOs to lead to improved inclusive practices and differentiated instruction. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01