Performance Management--Motivating and Developing Good Teachers? The Experiences of Teachers in a Small Special School

Autor/inn/en	Isherwood, Mary; Johnson, Heather; Brundrett, Mark
Titel	Performance Management--Motivating and Developing Good Teachers? The Experiences of Teachers in a Small Special School
Quelle	In: Education 3-13, 35 (2007) 1, S.71-81 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
Schlagwörter	Special Schools; Teacher Evaluation; Foreign Countries; Educational Change; Small Schools; Educational Research; Teacher Attitudes; Performance Based Assessment; Special Needs Students; Young Children; Evaluation Methods; Teacher Competencies; Special Education Teachers; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Special school; Sonderschule; Teacher appraisal; Lehrerbeurteilung; Ausland; Bildungsreform; School; Schools; Schule; Bildungsforschung; Pädagogische Forschung; Lehrerverhalten; Leistungsermittlung; Sonderpädagogischer Förderbedarf; Frühe Kindheit; Lehrkunst; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Großbritannien
Abstract	In 1998, when "Teachers--meeting the challenge of change" was published by the English Department for Education and Skills (DfES), one of the most fundamental reforms of the teaching profession was initiated--performance management. In 2005, all schools became subject to "Light Touch Validation" of their performance management policy and procedures. At this significant time, this investigation seeks to explore the views and experiences of teachers in the first-named author's own school, which is a small special school. The author critically investigates the premise of performance management as promoted by the DfES and notes that the emerging literature on the topic focuses strongly on "mainstream" schools where many of the research investigations have proved to be sceptical about the initiative. In contrast, through a survey and documentary analysis the author investigates the views and experiences of teachers in her own school and discovers a largely positive view and experience of performance management. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10