The Rhetoric of Teacher Evaluation: New York City Teachers' Responses to Performance Labels

Autor/in	Pallas, Aaron M.
Titel	The Rhetoric of Teacher Evaluation: New York City Teachers' Responses to Performance Labels
Quelle	In: Educational Policy, 37 (2023) 3, S.769-799 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pallas, Aaron M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/08959048211049432
Schlagwörter	Rhetoric; Teacher Evaluation; Teacher Response; Labeling (of Persons); Teacher Effectiveness; Teacher Attitudes; Psychological Patterns; Teacher Motivation; Elementary School Teachers; Middle School Teachers; High School Teachers; Accountability; Emotional Response; New York (New York) + Suchen Sie Ihr Suchwort? Rhetorik; Teacher appraisal; Lehrerbeurteilung; Lehrerkommentar; Labeling-Ansatz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Verantwortung; Emotionales Verhalten
Abstract	This paper uses the case of New York City teachers' interpretations of the labels that are assigned to their performance to explore how teachers experience teacher evaluation systems. Based on our analyses of 141 interviews with New York City teachers, we argue that the ordinal performance labels assigned to teachers by New York City's "Advance" teacher development and evaluation system--Highly Effective, Effective, Developing, and Ineffective--have meanings that extend beyond how they locate teachers in relation to one another, or in relation to an absolute standard of teaching performance. The labels can evoke powerful emotions in teachers, and may stymie policymakers' hopes that they will be motivated by the labels to redouble their efforts to teach well. Teachers' reactions to the labels can also reveal their strategies to resist the redefinition of teachers' work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01