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ERIC Number: ED422348
Record Type: Non-Journal
Publication Date: 1998-Apr-14
Pages: 29
Abstractor: N/A
Reference Count: N/A
A Case Study of Horizontal Teacher Evaluation.
Johnson, Trav D.
Horizontal teacher evaluation increases understanding of teaching through the critical examination of educational goals and classroom practices. This examination includes teachers' classroom observations of one another coupled with in-depth teacher conversations or dialogue about teaching aims and practices. A qualitative case study of a horizontal teacher evaluation program in an urban school district is described. Data collection and analysis in the study generally follow grounded theory in qualitative research. Data came from classroom observations, formal and informal teacher and principal interviews, questionnaires, and documents that include program meeting notes, dialogue transcripts, and teachers' action plans. There were 15 teachers involved in horizontal evaluation in 2 elementary schools. Results of the study support the claim that formative teacher evaluation can result in changes in teachers. Every teacher in the horizontal evaluation program made changes related to teaching. The program appeared to be successful in meeting teacher needs, as demonstrated by the positive attitudes of teachers toward the program and the changes that occurred for all participants. The results also support the idea that teachers want opportunities for evaluation and development when they feel that these activities really help them and are not forced on them. An appendix describes the study coding scheme. (Contains 36 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A