ERIC Number: ED244960
Record Type: RIE
Publication Date: 1983-Oct-13
Reference Count: 0
The Common Sociology between Teacher Evaluation and Teacher Development.
Crow, Nedra; Peterson, Ken
The purpose of this study was to explore the sociological forces which have been identified in teacher development and to inquire into their role in teacher evaluation. To that end, a series of teacher development intervention programs and teacher interviews were conducted. This report describes the programs and interviews and highlights the most pertinent sociological findings held in common by the two areas of inquiry. Three major sociological phenomena studied were professional isolation, professional modesty, and the socialization of beginning teachers. The study uncovered sociological factors which limit or promote teacher evaluation activities. Because of professional isolation, teachers do not develop the skills and attitudes necessary for peer review, a key component of professional evaluation. Professional modesty prevents teacher support for, and involvement in, increased peer evaluation. Generalizations drawn from the interviews and programs provide the bases for several recommendations for educators interested in improved and increased teacher evaluation. (DWH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Utah State Office of Education, Salt Lake City.
Authoring Institution: N/A
Identifiers: Evaluation Problems
Note: Paper presented at the Annual Meeting of the Northern Rocky Mountain Educational Research Association (lst, Jackson Hole, WY, October 13-15, 1983).