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ERIC Number: ED548573
Record Type: Non-Journal
Publication Date: 2012
Pages: 135
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1267-4705-77
Mini-Observations Case Study: Assessing and Providing Feedback That Can Lead to Changes in Instructional Practice
Zamary, Jack
ProQuest LLC, Ed.D. Dissertation, Southern Connecticut State University
Numerous past and recent studies have identified teacher quality as a primary determinant of student learning and has the greatest potential effect of any of the factors that school leaders can control. While recent policy has shifted toward measuring teacher quality through student performance, or "Value Added Measures", states and districts continue to require teacher observation systems and most utilize the observation system as a primary means for evaluating teacher performance. Findings suggest that mini-observation models contribute to a more accurate assessment of actual daily instruction and lead to more changes in instructional practice as compared to the traditional formal observation models. While this study explores the topic solely through teachers' perceptions, future studies might also explore administrator perceptions. In addition, future quantitative research could build upon the qualitative research within this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A