Current and Future Education Leaders' Perceptions of Race to the Top's Teacher Evaluation and Compensation Components, before and after Implementation

Autor/inn/en	Smith, Orin; Windish, Daniel; Taylor, Rosemarye
Titel	Current and Future Education Leaders' Perceptions of Race to the Top's Teacher Evaluation and Compensation Components, before and after Implementation
Quelle	In: Education Leadership Review, 17 (2016) 1, S.43-59 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-0723
Schlagwörter	Graduate Students; Student Attitudes; Educational Legislation; Federal Aid; Federal Programs; Federal Legislation; Teacher Evaluation; Teacher Salaries; Compensation (Remuneration); Program Implementation; Longitudinal Studies; Value Added Models; Administrator Attitudes; Likert Scales; Surveys; Statistical Analysis; Correlation; Educational Change; Attitude Change; Statistical Significance; Poverty; Florida + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Bildungsrecht; Schulgesetz; Bundesrecht; Teacher appraisal; Lehrerbeurteilung; Lehrerbesoldung; Lehrervergütung; Abfindung; Kompensation; Lohnausgleich; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Likert-Skala; Survey; Umfrage; Befragung; Statistische Analyse; Korrelation; Bildungsreform; Attitudinal change; Einstellungsänderung; Armut
Abstract	This longitudinal study examined the professional perceptions of educational leaders as to the fairness and impact of teacher evaluation and compensation reforms under Race to the Top. The study surveyed graduate students in education and educational leadership programs to assess changes in their perceptions from prior to RTTT implementation (2011) to the initiative's final funding year (2014). Study results revealed a negative general trajectory for perceptions of the fairness and impact of RTTT reforms between 2011 and 2014. The evaluation and compensation components, including value-added models, were viewed less favorably among administrative and instructional personnel in almost all areas surveyed. (As Provided).
Anmerkungen	NCPEA Publications. Available from: National Council of Professors of Educational Administration. Web site: http://www.ncpeapublications.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01