Who Do State Policy Makers Listen To? The Case of Teacher Evaluation

Autor/in	White, Rachel S.
Titel	Who Do State Policy Makers Listen To? The Case of Teacher Evaluation
Quelle	In: Phi Delta Kappan, 99 (2018) 8, S.13-18 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721718775671
Schlagwörter	State Policy; Teacher Evaluation; State Government; Government Role; Tenure; Academic Achievement; Teacher Effectiveness; Teacher Characteristics; Political Issues; Administrator Attitudes; Administrator Surveys; Individual Characteristics; Control Groups; Experimental Groups; Comparative Analysis; Teacher Role; Administrator Role + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Bund-Länder-Beziehung; Amtszeit; Beschäftigungsdauer; Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Politischer Faktor; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lehrerrolle
Abstract	As the Every Student Succeeds Act is returning authority over teacher evaluation policies back to the states, policy makers at the state level have the opportunity to revise their policies. But who will they listen to when it comes to potential reforms? The author surveyed education policy makers to determine to what degree teachers, education leaders, and the general public are likely to influence their decisions. Their responses revealed that policy makers value voices of constituents over those of the general public, that Democrats and Republicans respond differently to teacher preferences, that responses to individual teacher voices are different from responses to union voices, and that school leaders' voices are valued by almost all policy makers. (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	2020/1/01