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Showing all 8 results
Peer reviewed
Direct linkKalule, Lawrence; Bouchamma, Yamina – Educational Assessment, Evaluation and Accountability, 2014
We examined teacher supervision practices (supervision models, phases, and professional development guidelines) of in-school supervisors (principals, vice principals, and study program directors) in Uganda, the supervisors' efficacy perceptions regarding teacher supervision, and supervisor characteristics associated with the choice of…
Descriptors: Teacher Supervision, Supervisors, Supervisor Qualifications, Educational Practices
Grant, Leslie W.; Stronge, James H.; Xu, Xianxuan – Educational Assessment, Evaluation and Accountability, 2013
The purpose of this study was to develop a richer understanding of teacher effectiveness through cross-cultural analyses of the practices and beliefs of selected China and US teachers who have received national awards for their teaching. This study was based upon a phenomenological design that used semi-structured interviews, classroom…
Descriptors: Teacher Effectiveness, Cross Cultural Studies, Comparative Analysis, Comparative Education
Huber, Stephan Gerhard; Hiltmann, Maren – Educational Assessment, Evaluation and Accountability, 2011
The professional demands on school leaders have changed drastically and have become highly complex in the last few years. The professionalization of school leaders is high on the agenda. Human resource management includes different aspects of professionalization. One major domain is the preparation, induction and continuous professional…
Descriptors: Feedback (Response), Personnel Selection, Foreign Countries, Profiles
Range, Bret G.; Scherz, Susan; Holt, Carleton R.; Young, Suzanne – Educational Assessment, Evaluation and Accountability, 2011
The intent of this study was to assess the perceptions and actions of Wyoming principals concerning their role in supervising and evaluating teachers. A survey was sent to all 286 principals in the state of Wyoming, of which, 143 returned surveys, a response rate of 50%. Findings suggested that principals utilized supervisory behaviors more often…
Descriptors: Feedback (Response), Professional Autonomy, Teacher Evaluation, Evaluation
Spillane, James P.; Pareja, Amber Stitziel; Dorner, Lisa; Barnes, Carol; May, Henry; Huff, Jason; Camburn, Eric – Educational Assessment, Evaluation and Accountability, 2010
In this paper we described how we mixed research approaches in a Randomized Control Trial (RCT) of a school principal professional development program. Using examples from our study we illustrate how combining qualitative and quantitative data can address some key challenges from validating instruments and measures of mediator variables to…
Descriptors: Research Methodology, Statistical Analysis, Qualitative Research, Principals
Martin, Sonya N.; Scantlebury, Kathryn – Educational Assessment, Evaluation and Accountability, 2009
This paper focuses on content-based and pedagogical instructors' use of cogenerative dialogues to improve instructional practice and to evaluate program effectiveness in a professional development program for high school chemistry teachers. We share our research findings from using cogenerative dialogues as an evaluative tool for general…
Descriptors: Secondary School Teachers, Chemistry, Science Teachers, Professional Development
Liu, Shujie; Meng, Lingqi – Educational Assessment, Evaluation and Accountability, 2009
Since the 1920's many researchers have conducted studies exploring the qualities of good teachers. However, a limited number of empirical studies have been conducted in the People's Republic of China (hereafter called China). The current study has two objectives. The first one aims to compare a good teacher's characteristics in China and the USA.…
Descriptors: Teacher Effectiveness, Cross Cultural Studies, Foreign Countries, Comparative Analysis
Campbell, Carol; Levin, Ben – Educational Assessment, Evaluation and Accountability, 2009
Data on student achievement are increasingly being used to support effective policy and practice, and to move education systems towards more evidence-informed approaches to large-scale improvement. In this paper, we outline strategies used in Ontario, Canada to create, enhance and apply a range of data to support educational improvement. These…
Descriptors: Educational Improvement, Foreign Countries, Data, Evidence
