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ERIC Number: EJ1054286
Record Type: Journal
Publication Date: 2015-Mar
Pages: 27
Abstractor: As Provided
ISSN: ISSN-0895-9048
Teacher Evaluation, Performance-Related Pay, and Constructivist Instruction
Liang, Guodong; Akiba, Motoko
Educational Policy, v29 n2 p375-401 Mar 2015
Using statewide longitudinal teacher survey data collected in 2009 and 2010, this study examined the characteristics of teacher evaluation used to determine performance-related pay (PRP), and the association between PRP and improvement in the practice of constructivist instruction. The study found that 10.9% of middle school mathematics teachers in Missouri received PRP in 2009 and the average amount was US$1,463. The teachers were mainly evaluated by principals who conducted classroom observations and held face-to-face meetings to assess their teaching practice and professional development activities. After controlling for the background characteristics, this study found a modest yet positive association between PRP and improvement in teacher practice of constructivist instruction from 2009 to 2010.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Identifiers - Location: Missouri
Grant or Contract Numbers: 0746936