An Exploration of Teachers' and Administrators' Perspectives: The Collaborative Process Using the Danielson Framework for Teaching Model

Autor/in	Landolfi, Adrienne M.
Titel	An Exploration of Teachers' and Administrators' Perspectives: The Collaborative Process Using the Danielson Framework for Teaching Model
Quelle	(2016), (162 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Keiser University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3394-9135-6
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Administrator Attitudes; Teaching Models; Accountability; Constructivism (Learning); Case Studies; Research Design; Feedback (Response); Semi Structured Interviews; Thematic Approach; Data Collection; Leaders; Student Attitudes; Teacher Effectiveness; Public Schools; Computer Software; Academic Achievement; School Districts; Formative Evaluation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Lehrmodell; Verantwortung; Case study; Fallstudie; Case Study; Forschungsdesign; Themenzentrierter Unterricht; Data capture; Datensammlung; Fachleiter; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Public school; Öffentliche Schule; Schulleistung; School district; Schulbezirk
Abstract	As accountability measures continue to increase within education, public school systems have integrated standards-based evaluation systems to formally assess professional practices among educators. The purpose of this study was to explore the extent in which the communication process between evaluators and teachers impacts teacher performance using the Danielson "Framework for Teaching" model. Guided by Jean Piaget's constructivist learning theory, which contends that individuals construct their own meaning of knowledge based on their personal experiences, this study explored teachers' and administrators' perspectives of being evaluated via the Danielson "Framework for Teaching" by inquiring how teachers and administrators perceived the effectiveness of the Danielson Framework with regard to facilitating professional dialogue. In doing so, research findings indicated how teachers and administrators perceive the impact of the evaluation process as well as the feedback provided on professional performance. Through a multicase study research design, semi-structured interviews took place with teachers and administrators who each played an active role within the evaluation process. Upon performing a thematic analysis of the collected data, by utilizing NVivo software, the inner perspectives of each role provided meaningful and valuable information for school leaders and policymakers who strive for excellence in teacher and student performance. The themes indicated that the administrators and teachers perceived that the effectiveness of the facilitated professional dialogue via the Danielson Framework is beneficial in the sense that such conversations, including the feedback provided to teachers, are direct and obtainable. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01