Literaturnachweis - Detailanzeige
Autor/inn/en | Kraft, Matthew A.; Christian, Alvin |
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Titel | Can Teacher Evaluation Systems Produce High-Quality Feedback? An Administrator Training Field Experiment |
Quelle | In: American Educational Research Journal, 59 (2022) 3, S.500-537 (38 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Kraft, Matthew A.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
DOI | 10.3102/00028312211024603 |
Schlagwörter | Teacher Evaluation; Feedback (Response); Educational Change; Public Schools; Public School Teachers; School Districts; Teacher Attitudes; Self Efficacy; Academic Achievement; Observation; Performance Based Assessment; Educational Administration; Teaching Methods; Training; Professional Development; Evaluators; Elementary School Teachers; Secondary School Teachers; Program Implementation; Program Evaluation; Massachusetts (Boston) Teacher appraisal; Lehrerbeurteilung; Bildungsreform; Public school; Öffentliche Schule; School district; Schulbezirk; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Schulleistung; Beobachtung; Leistungsermittlung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Programme evaluation; Programmevaluation |
Abstract | A core motivation for the widespread teacher evaluation reforms of the past decade was the belief that these new systems would promote teacher development through high-quality feedback. We examine this theory by studying teachers' perceptions of evaluation feedback in Boston Public Schools and evaluating the district's efforts to improve feedback through an administrator training program. Teachers generally reported that evaluators were trustworthy, fair, and accurate but that they struggled to provide high-quality feedback. We find little evidence that the training program improved perceived feedback quality, classroom instruction, teacher self-efficacy, or student achievement. Our results illustrate the challenges of using evaluation systems as engines for professional growth when administrators lack the time and skill necessary to provide frequent, high-quality feedback. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |