Impact of Providing Teachers and Principals with Performance Feedback on Their Practice and Student Achievement: Evidence from a Large-Scale Randomized Experiment

Autor/inn/en	Song, Mengli; Wayne, Andrew J.; Garet, Michael S.; Brown, Seth; Rickles, Jordan
Titel	Impact of Providing Teachers and Principals with Performance Feedback on Their Practice and Student Achievement: Evidence from a Large-Scale Randomized Experiment
Quelle	In: Journal of Research on Educational Effectiveness, 14 (2021) 2, S.353-378 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2020.1868030
Schlagwörter	Job Performance; Teacher Evaluation; Administrator Evaluation; Principals; Leadership Effectiveness; Instructional Leadership; Trust (Psychology); Teacher Administrator Relationship; Teacher Effectiveness; Value Added Models; Achievement Gains; Mathematics Achievement; Intervention; Elementary Schools; Middle Schools; Classroom Environment; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Work performance; Arbeitsleistung; Teacher appraisal; Lehrerbeurteilung; Principal; Schulleiter; Führungseffizienz; Instruction; Leadership; Bildung; Erziehung; Führung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Klassenklima; Unterrichtsklima
Abstract	This study was designed to assess the impact of providing teachers and principals with performance feedback on instructional practice, principal leadership, and student achievement. The teacher and principal performance feedback that was the focus of the study's intervention incorporated promising features of educator performance measures identified by recent research. The impact of the 2-year intervention was assessed through a school-level randomized experiment conducted in 127 elementary and middle schools from eight districts. The study found that providing educators with performance feedback had positive impacts on teachers' classroom practice, principal leadership, and student achievement in mathematics but not in reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01