Constructing "Experts" among Peers: Educational Infrastructure, Test Data, and Teachers' Interactions about Teaching

Autor/inn/en	Spillane, James P.; Shirrell, Matthew; Adhikari, Samrachana
Titel	Constructing "Experts" among Peers: Educational Infrastructure, Test Data, and Teachers' Interactions about Teaching
Quelle	In: Educational Evaluation and Policy Analysis, 40 (2018) 4, S.586-612 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373718785764
Schlagwörter	Peer Relationship; Teacher Effectiveness; Social Networks; School Districts; Correlation; Information Seeking; Predictor Variables; Work Environment; Scores; Case Studies; Elementary School Teachers; Achievement Tests; Mathematics Tests; Value Added Models; Teacher Characteristics; Expertise + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Social network; Soziales Netzwerk; School district; Schulbezirk; Korrelation; Informationserschließung; Prädiktor; Arbeitsmilieu; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Expert appraisal
Abstract	Teachers' on-the-job interactions with colleagues impact their effectiveness, yet little research has explored whether and how teacher performance predicts these interactions. Drawing on 5 years of social network data from one school district, we explore the relationship between teacher performance and teachers' instructional advice and information interactions. Results demonstrate that higher performing teachers are not more likely to be sought out for advice; instead, higher performing teachers are more likely to seek advice. Although school staff report they can identify the "best" teachers, they generally do not rely on student test scores, instead relying on more readily accessible indicators of performance. These findings have important implications for policy and practices that seek to promote desired interactions among teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01