Literaturnachweis - Detailanzeige
| Autor/in | Carter, Carolyn Denise |
|---|---|
| Titel | An Analysis of Teacher Perceptions of Four Teacher Effectiveness Models Implemented in School Districts across Tennessee |
| Quelle | (2016), (102 Seiten)
PDF als Volltext Ed.D. Dissertation, The University of Memphis |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-3696-8319-6 |
| Schlagwörter | Hochschulschrift; Dissertation; Teacher Attitudes; Teacher Effectiveness; Models; School Districts; Qualitative Research; Focus Groups; Teaching Experience; Teacher Evaluation; Program Implementation; Tennessee |
| Abstract | The purpose of this qualitative study was to explore the experiences of teachers relative to: (a) the processes and strategies used to implement the various components of a teacher effectiveness model used by teachers participating in four focus group sessions. The research explored the teachers' experiences with which components were most and least helpful in improving their teaching effectiveness and identifies the major differences in the processes and strategies used to implement the components of each of the models. Data was gathered from 32 teachers across the state of Tennessee through focus group session with the researcher and participants were asked to indicate what components were (1) "most helpful" and (2) "least helpful" in improving their teaching effectiveness. The qualitative study also analyzed the components of the models chosen by districts that elected to replace the state model and the perception teachers regarding the effectiveness of model components relative to enhancing their teaching effectiveness. Results indicated that planning and instruction were components that all teachers in all of the teacher effectiveness models in the study. The results indicated that the environment was the least helpful component reported by teachers for three of the focus groups with the fourth focus groups choosing family and community outreach as the least helpful component. Having identified the components of the teacher effectiveness models most and least helpful, this study could enhance the teacher evaluation process by including input form teachers in the continuous improvement of teacher effectiveness in Tennessee. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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